NAVEDTRA 131A1 Personnel Performance Profile Based Curriculum Development Manual Vol I Developers Guide

Naval Education and NAVEDTRA 131A Support Manual for
Training Command July 1997 MIL-HDBK-1379-2
PERSONNEL PERFORMANCE PROFILE BASED

CURRICULUM DEVELOPMENT MANUAL
VOLUME I DEVELOPERS GUIDE
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To keep online file size to a minimum, blank pages used in

the paper copy for pagination have been omitted.
Only printed pages are contained online.
Chief of Naval Education and Training Education and Training Systems Division (ETS)
NAVEDTRA 131A, Volume I
NAVEDTRA 131A
PERSONNEL PERFORMANCE PROFILE BASED

CURRICULUM DEVELOPMENT MANUAL
Developer's Guide
PUBLISHED BY DIRECTION OF CHIEF OF NAVAL EDUCATION AND

TRAINING
NAVSUP 2002 gives the quantity restriction for this publication.
For authorization to exceed quantity restrictions on this item ordered

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DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.
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ii
CHANGE RECORD
Number and Description of Change Entered by Date
iii
FOREWORD
THE NAVEDTRA 130 SERIES MANUALS
This series of manuals is scheduled for publication:
NAVEDTRA 130A Task Based Curriculum Development

Manual
NAVEDTRA 131A Personnel Performance Profile Based

Curriculum Development Manual
NAVEDTRA 134 Navy Instructor Manual
NAVEDTRA 135A Navy School Management Manual
The NAVEDTRA 130A series of manuals provides fundamental guidance,

within the Naval Education and Training Command, for the development of
curricula, the delivery of instruction, and the management and evaluation of
training programs.
These manuals do not supersede the directive policy established by Chief of

Naval Education and Training Instructions (CNETINSTs) in these subject
areas. Rather, they supplement the CNETINSTs in two important ways. First,
they reflect the philosophical principles underlying CNET policy for curriculum,
instruction, and evaluation and second, they provide procedures for carrying
out that policy.
NAVEDTRA 130A SERIES INTERRELATIONSHIPS
Each of the 130 series manuals is designed as a stand alone document to

serve a specific user group such as curriculum developers, instructors, training
managers, or evaluators of training. The manuals are, however, interrelated
and appropriately cross referenced to one another.
v
SCOPE
NAVEDTRA 131A: PERSONNEL PERFORMANCE PROFILE BASED

CURRICULUM DEVELOPMENT MANUAL provides guidance for developing
curricula to teach operation and maintenance of Hardware and/or performance
of tasks or functions (NOTE: Hardware is any
System/Subsystem/Equipment). The processes and illustrations found in
NAVEDTRA 131A reflect the experience of subject matter experts, curriculum
developers, and decision makers who approve Navy training material
developed by Navy curriculum developers and civilian contractors.
NAVEDTRA 131A describes and illustrates all facets of planning, analysis,
design, and development of curricula. NAVEDTRA 131A provides
step-by-step guidance to curriculum developers for developing job-efficient
and effective training material.
Volume I of this manual—Developer's Guide— contains procedural guidelines

for the development of training programs. It is designed for use by the
individual actually revising or developing training materials. Waivers from any
of these procedural guidelines are the responsibility of the Curriculum Control
Authority (CCA) for the individual course.
The Volume I support manual—Supplement—contains Curriculum Developer

Aids (CDAs) that help the developer construct the curriculum and course
documentation pages.
Volume II of this manual—Sample Products—provides samples of each of the

management and curriculum documents in a format that is consistent with the
format conventions discussed in Volume I.
Volume III of this manual—Managers Guide—is designed for the individual

charged with the management of a course revision or development. It
describes approval points, approval authorities, and responsibilities. The
volume addresses the manager's responsibilities in each of the stages of
PERSONNEL PERFORMANCE PROFILE BASED CURRICULUM
DEVELOPMENT.
vi
RELATIONSHIP TO AIM
AIM (Authoring Instructional Materials) is a computer based training materials

authoring tool developed by the Navy. Training materials developed using
AIM may be different in appearance than examples shown in this manual.
However, all training materials developed using AIM are compatable with the
concepts of this manual.
CONTRACTUAL USE OF MANUAL
NAVEDTRA 131A sample documents may also be used as an exhibit in a

contract as service-specific guidance for use by civilian contractors developing
Navy training material.
NAME SUBSTITUTIONS ALLOWED
The CCA may allow the following name substitutions:
NAVEDTRA 130A SERIES NAME OPTIONAL NAME
Lesson Plan Instructor Guide
Written Test Knowledge Test
Resource Requirements List Master Materials List/

Equipment Requirements
List
Trainee Student
Training Facility Training Activity
vii
IN PROCESS REVIEWS
Whether developed inhouse or by a contractor, In Process Reviews (IPRs) will

normally be conducted as follows to review the products. ("Bullets" indicate
IPR points, followed by the products to be reviewed):
STAGE ONE
Personnel Performance Profile (PPP) Table Listing
Draft new and/or modified PPP Tables
Preliminary TPS
STAGE TWO
Preliminary TCCD
STAGE THREE
Cross sections of LP, TG/Instruction Sheets, IMM (Requirement for cross

section and contents to be determined by CCA)
Draft LP, TG/Instruction Sheets, IMM Roughs, Testing Plan, Tests
STAGE FOUR
Conduct Pilot Course
Pilot Course Monitoring Report
Red-lined Curriculum
STAGE FIVE
Finalized TCCD, Curriculum, Letter of Promulgation
viii
HOW TO USE NAVEDTRA 131A, VOLUMES I, II, AND III
NAVEDTRA 131A provides guidance and illustrations for use in the

planning, analysis, design, development, implementation, and
evaluation of curricula. This manual has been designed so you may
read the entire chapter or go to any subject area and perform the
required task.
VOLUME I
Volume I contains the step-by-step guidance for developing effective

training materials. Additionally, the Volume I Supplement contains
Curriculum Development Aids that help the developer construct the
curriculum and course documentation pages. All chapters in Volume I
were written so you can follow along with the corresponding figures,
diagrams, Curriculum Development Aids, or examples presented in
either Volume II or the Volume I supplement. It is important to open
Volume II and/or the Volume I supplement when referenced and study
the appropriate illustrations.
VOLUME II
Volume II contains examples of all the curriculum materials that make

up a Course of Instruction developed under the PPP/TPS method.
When you have located the sample document in Volume II that
corresponds to the chapter you have selected in Volume I, keep the
sample at hand as you read Volume I. For example, if you are
developing a Training Path System (TPS), turn to the TPS section of the
sample course in Volume II .
Volume II contains this sample course:
An electronics course, “TRIDENT EXTERIOR

COMMUNICATIONS SYSTEM”
ix
VOLUME III
Volume III contains management information important to planning,

analysis, design, development, implementation, and evaluation of
curricula. The chapters in Volume III establish the requirements for the
submission and review of the various products developed during the
curriculum development process.
Take a few moments and turn to the different volumes and see how they
relate.
x
TABLE OF CONTENTS
Page
Title Page i
Change Record iii
Foreword v
How to Use NAVEDTRA 131A ix
List of Acronyms xiii
Introduction
Chapter 1 – Training Materials Development 1-1
Planning
Chapter 2 – Training Project Plan 2-1
Stage One
Chapter 3 – Personnel Performance Profiles 3-1
Chapter 4 – Training Path System 4-1
Stage Two
Chapter 5 – Training Course Control Document 5-1
Stage Three
Chapter 6 – Lesson Plan 6-1
Chapter 7 – Trainee Guide 7-1
Chapter 8 – Test Package 8-1
Addendum 8-A –Determining Criticality of
Objectives 8-A-1
Addendum 8-B –Performance Tests: Product,
Process or Both 8-B-1
Addendum 8-C –Written Test Item Development 8-C-1
xi
TABLE OF CONTENTS (Continued)
Page
Chapter 9 – Visual Information and

Instructional Media Material 9-1
Addendum 9-A – Audio Tape
Presentation 9-A-1
Stage Four
Chapter 10 – Pilot and Implementation Approval 10-1
xii
LIST OF ACRONYMS
AIM Authoring Instructional Materials

BG Background
CANTRAC Catalog of Navy Training Courses
CCA Curriculum Control Authority
CCMM Course Curriculum Model Manager
CDA Curriculum Developer Aids
CDP Course Data Processing Code
CIN Course Identification Number
CISO Curriculum and Instructional Standards Office
CLO Course Learning Objective
CMS Course Master Schedule
CNATRA Chief of Naval Air Training
CNET Chief of Naval Education and Training
COI Curriculum Outline of Instruction
COMTRALANT Commander Training Command Atlantic
COMTRAPAC Commander Training Command Pacific
DAVIS Defense Audio-Visual Information System
DDA Discussion-Demonstration-Activity
DITIS Defense Instructional Technology Information
System
xiii
LIST OF ACRONYMS (Continued)
DOR Drop on Request

DP Discussion Point
ECG Exercise Controller Guide
EFR Equipment Facility Requirements
FAL Fault Applicability List
ICW Interactive Courseware
IMI Interactive Multimedia Instruction
IMM Instructional Media Materials
LOEP List of Effective Pages
LP Lesson Plan
MCRF Master Course Reference File
NAVEDTRACOM Naval Education and Training Command
NAVIMP Naval Imaging Program
NAVOSH Navy Occupational Safety & Health
NAVPERS (Manual) Manual of Navy Enlisted Manpower and
Personnel Classification and Occupational
Standards
NEC Navy Enlisted Code
NETPDTC Navy Education and Training Professional
Development and Technology Center
NITRAS Navy Integrated Training Resources and
Administration System
xiv
NMPC Navy Military Personnel Command

NOTAP Navy Occupational Task Analysis Program
NTFS Navy Training Feedback System
NTP Navy Training Plan
NTRR Navy Training Requirements Review
OAC Profile Item-to-Topic Object Assignment Chart
OBT On Board Training
OCCSTD Occupational Standards
OJT On-the-Job-Training
OPNAV Office of Chief of Naval Operations
OPNAVINST Chief of Naval Operations Instruction
POA&M Plan of Action and Milestones
PPP Personnel Performance Profile
PQS Personnel Qualification Standards
RIA Related Instructor Activity
RRL Resource Requirements List
SYSCOM Systems Command
T/F Task/Function
TA Training Agency
TAM Table Assignment Matrix
TCCD Training Course Control Document
xv
TF Training Facility
TG Trainee Guide
TLA Training Level Assignment
TLO Topic Learning Objective
TOS Training Objective Statements
TPC Training Path Chart
TPEB Training Performance Evaluation Board
TPP Training Project Plan
TPS Training Path System
TRACOM Training Command
TSA Training Support Agency
TTAP Technical Training Audit Program
TTE Technical Training Equipment
TTO Training Time Out
VI Visual Information
xvi
NAVEDTRA 131A
INTRODUCTION
CHAPTER 1
TRAINING MATERIALS DEVELOPMENT
1-1
NAVEDTRA 131A TRAINING MATERIALS DEVELOPMENT
INTRODUCTION
INTRODUCTION
The core procedures for developing training materials following the

Personnel Performance Profile Based Curriculum Development
method consists of five interrelated Stages. The five stages are
preceded by planning, and followed by training materials evaluation,
surveillance and modification. A curriculum development project is a
complex under taking bringing together a wide range of human and
material resources for the goal of creating quality training
PLANNING identifies resources requirement and the sequence of

events in the development process
STAGE ONE consists of determining job tasks, supporting skills

and knowledge, and level of performance
STAGE TWO determines the skills and knowledge which must be

taught and produces the course learning objectives and an
instructional sequence
STAGE THREE produces the instructional materials for the

instructor and the trainee
STAGE FOUR begins when the Curriculum Control Authority

(CCA) has approved a course for pilot, and ends with submittal of
the Pilot Course Monitoring Report
STAGE FIVE begins after the incorporation of the results of the

pilot course (“red-line”) into smooth curriculum and management
materials, and ends with the Curriculum Control Authority's Letter of
Promulgation which approves the material for use in support of
Navy training
1-3
TRAINING MATERIALS DEVELOPMENT NAVEDTRA 131A
INTRODUCTION
EVALUATION is the surveillance, evaluation, change and revision

of the training materials based on assessment of the training
materials and the performance of the graduates in the fleet
NAVEDTRA 131A: Personnel Performance Profile Based Curriculum

Development is designed to guide Navy activity personnel (curriculum
developers) in the development of accurate and effective training
materials. This manual:
Specifies the tasks necessary to develop and support training

materials
Establishes the sequence of task performance

Assigns task performance responsibilities
The overall process is illustrated in Figure 1-1
1-4
INTRODUCTION
PLANNING CCA/Functional Commander/CNET/OPNAV

Training Project Plan (TPP)
STAGE ONE
PPP Table List
New and Modified PPP Tables
Training Path System (TPS)
STAGE TWO CCA

Preliminary Training Course Control Document (TCCD)
STAGE THREE
Instructional Materials Cross Section (If Required)
Lesson Plan
Trainee Guide
Tests
Other Support Materials
STAGE FOUR CCA

Course Pilot
Pilot Course Monitoring Report
STAGE FIVE
Final Curriculum
Final TCCD
Letter of Promulgation
EVALUATION
Internal
External [ = Approval Authority ]
FIGURE 1-1 CURRICULUM DEVELOPMENT PROCESS
1-5
INTRODUCTION
SECTION 1.0 TRAINING MATERIALS
Training materials include management materials, curriculum materials, and

support materials. These training materials are developed following the
guidelines of this manual.
Recognizing the complexity of training materials development and the

external factors which influence curriculum development projects, this
manual is to be used as a guideline, not as a prescriptive document.
Waiver of any document or procedure is at the discretion of the CCA.
The CCA may also require additional documents or reviews.
1.1 Management Materials
Management materials define training requirements and provide an overall plan

for the accomplishment of these requirements. The chapters of this manual
provide detailed content requirements and format conventions for the
development of management materials. Management materials for training
materials development include:
Training Project Plan (TPP) – Discussed in Chapter 2
Personnel Performance Profile (PPP) Tables – Discussed in Chapter 3
Training Path System (TPS) – Discussed in Chapter 4
Training Course Control Document (TCCD) – Discussed in Chapter 5
Testing Plan – Discussed in Chapter 8 and NAVEDTRA 135A
Pilot Course Monitoring Report – Discussed in Chapter 10
1-1-1
INTRODUCTION
Audit Trail Documentation – Discussed in NAVEDTRA 135A
1.2 Curriculum Materials
Curriculum materials include materials required for the presentation of

information and the development of skills in formal school training. Chapters in
this manual contain detailed content requirements, format conventions, and
development guidelines for curriculum materials. Under this definition, curriculum
materials include:
Lesson Plan (LP) – Discussed in Chapter 6
Trainee Guide (TG) – Discussed in Chapter 7
Test Package – Discussed in Chapter 8 and in NAVEDTRA 135A
Other Materials helpful in the preparation and presentation of Lesson

Topics (e.g. Exercise Controller Guide)
1.3 Support Materials
Support materials are instructional materials and other devices used in support of
formal instruction, informal instruction, or for independent study. The following
are the most common support materials:
Visual Information and Instructional Media Materials – Discussed in

Chapter 9
Textbooks
Technical Manuals
Training devices
Other materials helpful in the preparation and presentation of Lesson

Topics (e.g. Fault Insertion Guide, Instructor Utilization Handbook)
1-1-2
INTRODUCTION
SECTION 2.0 TRAINING MATERIALS SUPPORT
All training materials are maintained current and accurate by surveillance and
change efforts.
2.1 Surveillance
Constant surveillance is required to detect changes in documentation, equipment,

or procedures that impact training materials. Procedures for identifying training
material deficiencies, for recommending changes, and for coordinating
recommended changes are given in Volume III.
2.2 Training Materials Modifications
There are four types of Training Materials Modifications: Interim Change,

Change, Technical Change, and Revision. The definition for each category is
found in NAVEDTRA 135A. Definitions and procedures for incorporating Training
Materials Modifications are described in Volume III, Chapter 7.
1-2-1
INTRODUCTION
SECTION 3.0 PROGRAM PARTICIPANTS
The following participants have vital roles in the development and support of
training materials. Specific command assignments are addressed in Volume III,
Chapter 1.
3.1 Training Agency (TA)
An office, bureau, command, or headquarters exercising command of and

providing support to some major increment of the Department of the Navy's
formal training effort. The Chief of Naval Education and Training (CNET) is a TA.
3.2 Functional Commander
CNET has designated Functional Commanders to plan, manage, and budget for
training courses across broad functional areas. CNET's Functional Commanders
are: Deputy For Shore/Technical Training (CNET T2), Commander Training
Atlantic (COMTRALANT), Commander Training Pacific (COMTRAPAC), and
Chief of Naval Air Training (CNATRA).
3.3 Curriculum Control Authority (CCA)
To support CNET's functions as a Training Agency, CNET designates a

Functional Commander to have curriculum control of specific courses/ training
programs. The CCA functions identified in this manual are CNET's training
agency responsibilities which are delegated to the Functional Commander having
curriculum control authority. Curriculum control is normally exercised by the
Functional Commanders in approving instructional methods and materials and in
conducting, programming resources for, and maintaining assigned courses. A
single alphabetic character is used in the first position of the Course Identification
Number (CIN) to identify the command which has curriculum control authority.
Volume I of NAVEDTRA 10500 Catalog of Navy Training Courses (CANTRAC)
identifies the command having curriculum control for existing courses. For
courses under CNET's cognizance, CNET designates the Functional Commander
who exercises curriculum control authority.
1-3-1
INTRODUCTION
3.4 Training Support Agency (TSA)
An office, command, or headquarters responsible for providing material and other

forms of support to the Training Agency (TA). The TSA is normally a Systems
Command (SYSCOM) (e.g., Naval Sea Systems Command) responsible for
providing training support to the TA for a piece of equipment, a subsystem, or a
system.
3.5 Course Curriculum Model Manager (CCMM)
A CCMM is assigned by the CCA with the responsibility for conducting and
maintaining a specific course. The CCMM initiates curriculum development and
training materials modification; conducts curriculum reviews and analysis of
feedback; maintains course audit trail documentation; and develops and
approves changes. The CCMM normally functions as the developer for Navy
inhouse-developed courses.
3.6 Training Facility (TF)
A Navy command which has a primary mission of conducting or supporting

training. A school or institution at which courses are offered.
1-3-2
INTRODUCTION
SECTION 4.0 APPLICABLE DOCUMENTS
The documents listed below are the primary resources to be used by developers
in the design and development of training materials. Use of documents and
manuals in effect when you start development of training materials is assumed.
Later issues of these specifications, standards, documents, and publications, or
new specifications, standards, documents, and publications, may be used subject
to joint agreement of the CCA and activity curriculum developers. Many
acronyms and abbreviations used in these chapters are common throughout the
Navy. Other acronyms used are unique to training. A List of Acronyms is
provided in the Front Matter of this manual.
4.1 RELATIONSHIP TO AIM
AIM (Authoring Instructional Materials) is a computer based training materials

authoring tool developed by the Navy. Training materials developed using AIM
may be different in appearance than examples shown in this manual. However,
all training materials developed using AIM are compatible with the concepts of
this manual.
4.2 PUBLICATIONS
Chief of Naval Operations
OPNAVINST 1500.2 Responsibilities and Procedures for Establishment

and Coordination of Contractor Developed Training for Military and Civilian
Personnel
OPNAVINST 1500.8 Navy Training Plan Process
OPNAVINST 1500.19 Authority and Responsibility of Fleet Commanders

in Chief Atlantic and Pacific and the Chief for Naval Education and Training
for Naval Education and Training Activities Ashore
OPNAVINST 1500.27 Interservice Training
1-4-1
INTRODUCTION
OPNAVINST 1500.44 Responsibilities for Development of Personnel

Training Requirements and Related Plans
OPNAVINST 1500.52 Surface Warfare Training System Policy,

Organization, and Responsibilities
OPNAVINST 1500.69 Navy Training Requirement Review (NTRR)
OPNAVINST 1500.71 Navy Training Feedback System (NTFS)
OPNAVINST 1550.6 Review of Navy Formal School Curricula and

Instructional Literature
OPNAVINST 1550.8 Development, Review, and Approval of New or

Modified Training Course Curricula
OPNAVINST 3500.34 Personnel Qualification Standards (PQS) Program
OPNAVINST 5100.8 Navy Safety and Occupational Safety and Health

Program
OPNAVINST 5100.19 Navy Occupational Safety and Health (NAVOSH)

Program Manual for Forces Afloat
OPNAVINST 5100.23 Navy Occupational Safety and Health (NAVOSH)

Program Manual
OPNAVINST 5290.1 Naval Imaging Program (NAVIMP) Policy and

Responsibilities
OPNAVINST 5510.1 Department of the Navy Information and Personnel

Security Program Regulation
OPNAVINST 11102.1 Policies and Procedures for Training Equipment

Facility Requirements (EFR)
1-4-2
INTRODUCTION
NAVPERS 18068 Manual of Navy Enlisted Manpower and Personnel

Classifications and Occupational Standards
Chief of Naval Education and Training
NAVEDTRA 130A Task Based Curriculum Development Manual
NAVEDTRA 131A Personnel Performance Profile Based Curriculum

Development Manual
NAVEDTRA 134 Navy Instructor Manual
NAVEDTRA 135A Navy School Management Manual
NAVEDTRA 10500 Catalog of Navy Courses (CANTRAC)
NAVTRASYSCEN P-530 Naval Training Systems Center Guide
CNETINST 1500.1 Catalog of Navy Training Courses (CANTRAC)

(NAVEDTRA 10500)
CNETINST 1500.15 Accreditation of Navy Schools
CNETINST 1500.18 Responsibilities and Procedures for NAVEDTRACOM

Participation in Contractor Developed Training
CNETINST 1500.20 Safety Procedures for Conducting Training
CNETINST 1500.21 Development of Interactive Courseware (ICW) in

Support of Instructional Systems
CNETINST 1500.23 Interservice Training Review Organization (ITRO)
CNETINST 1500.25 Surface Warfare Training Requirements Review

(SWTRR)
CNETINST 1500.28 Total Quality Instruction
1-4-3
INTRODUCTION
CNETINST 1500.24 Training Performance Evaluation Board (TPEB)
CNETINST 1510.1 Navy Integrated Training Resources and Administration

System (NITRAS)
CNETINST 1540.7 Responsibility for Revising Navy Occupational Task

Analysis Program (NOTAP) Survey Booklets and Procedures for
Requesting NOTAP and Occupational Standards (OCCSTD) Data and
Services
CNETINST 1540.13 Preparation of Course Master Schedules and Master

Schedule Summary Sheets
CNETINST 1543.4 Technical Training Equipment (TTE)
CNETINST 1550.10 Production, Approval, Implementation, and

Cancellation of Training Programs and Materials
CNETINST 1550.21 Occupational Standards (OCCSTDS) Training Task

Analysis (TTA) Procedures
CNETINST 3500.3 Personnel Qualification Standards (PQS) Program
CNET 5100.2 Safety and Occupational Health Program
CNETINST 5290.3 Chief Naval Education and Training (CNET) Visual

Information Program Management
CNETINST 5311.1 Computation of Instructor Requirements
CNETINST 7500.2 Technical Training Audit Program (TTAP)
CNETINST 11102.2 Policies and Procedures for Training Equipment

Facility Requirements (EFR)
Training Requirements Data Base Annual Report - Naval Education and

Training Program Management Support Activity (NETPDTC)
1-4-4
INTRODUCTION
SECTION 5.0 SECURITY REQUIREMENTS
Classified information will be handled in accordance with the Department of the

Navy Supplement to the DOD Information Security Program Regulation
(OPNAVINST 5510.1).
1-5-1
INTRODUCTION
SECTION 6.0 SAFETY REQUIREMENTS
Safety, occupational health, and hazard awareness information must be

incorporated into the curricula of all appropriate training courses, as prescribed
by CNETINST 1500.20 and in NAVEDTRA 135A.
1-6-1
NAVEDTRA 131A
PLANNING
CHAPTER 2
TRAINING PROJECT PLAN
2-1
NAVEDTRA 131 A TRAINING PROJECT PLAN
PLANNING
INTRODUCTION
A curriculum development project is a complex undertaking, bringing together a

wide range of human and material resources for the goal of creating quality
training. Planning consists of gathering information and building the plan for
training material revision or development. The output product of this step is the
Training Project Plan (TPP). When approved, the TPP becomes the authorization
to undertake a course revision or a new course development project and initiate
resource requisitions.
The TPP is often developed by senior course managers in conjunction with the
Curriculum and Instructional Standards Office (CISO). As it describes the scope
and intent of the curriculum revision or development and describes the fleet need
which generated the training requirement, the curriculum developer should review
the TPP before developing any other management or curriculum materials.
The Foreword and How to Use NAVEDTRA

131A contain guidelines for reading this manual
– you should read them now if you have not
already done so.
CHAPTER'S SCOPE
Describe the factors to be considered when developing a TPP for new

course development or a course revision
Describe the content requirements and format conventions of the TPP
Volume III, Chapter 2, provides additional

information on TPP development.
2-3
PLANNING
SECTION 1.0 PLANNING FOR COURSE REVISION OR NEW

COURSE DEVELOPMENT
Most TPPs for in-house development will be for revisions to existing courses –
reflecting the constant introduction of new equipments, processes, and
technologies into the fleet. Although fewer in number, new course development
projects respond to new requirements that cannot be met by revising an existing
course.
Planning precedes the five stages of the training materials

development process. The output, the TPP, provides the blueprint for
the revision of existing courses or the development of a new course
A TPP may also be used to document a change in course length
Other applications for the TPP are discussed in CNETINST 1550.10
COURSE REVISION: Prior to starting the revision or development of

new training materials for existing training courses a TPP will be
developed and approved in accordance with CNETINST 1550.10.
NEW COURSE DEVELOPMENT: Completing a TPP for new course

development requires establishing a Course Identification Number
(CIN), Course Data Processing Code (CDP), initiating entries for the
Catalog of Navy Training Courses (CANTRAC) and the Navy
Integrated Training Resources and Administration System (NITRAS),
identifying preliminary resource requirements, and possibly planning
for facilities' requirements. This entails careful research and
documentation. See NAVEDTRA 135A for a complete listing of steps
required to implement a new course.
2-1-1
PLANNING
SECTION 2.0 JUSTIFICATION FOR COURSE REVISION OR

DEVELOPMENT
There has to be a reason (or reasons) to undertake the development of a new

course or the revision of an existing course. The justification for initiating the
development of a new course or the revision of existing training materials may
come from:
Navy Training Plans (NTPs) (OPNAVINST 1500.8)
Tasking by higher authority
Internal course reviews and local command initiatives
External feedback
Surveillance
Training Appraisal
2-2-1
PLANNING
SECTION 3.0 TRAINING PROJECT PLAN (TPP)
The TPP presents a plan for curriculum development and training

material modification which contains course data, justifications for the
course revision or new course development, impact statements,
milestones, and resource requirements
Each project plan will be as unique as the project it describes.

The CCA, working with the TPP developer, shall designate mandatory
TPP elements, and possibly call for additional data which will reinforce
the project plan. All data should be researched, referenced, and as
accurate as possible. However, the TPP is recognized as a planning
document, subject to revision.
2-3-1
PLANNING
SECTION 4.0 PURPOSE AND USE OF A TPP
The TPP describes training and training support required to provide trained
personnel to operate and maintain systems or equipments, or perform tasks and
functions.
It provides a Plan of Actions and Milestones (POA&M) to achieve a

predetermined implementation date
A TPP describes all the factors necessary to prepare and conduct a

successful training program and attain optimum use of personnel,
hardware, and funds
A TPP should meet, and not exceed, the training requirement
2-4-1
PLANNING
SECTION 5.0 CATEGORIES OF RESOURCES
Course development and, often, course revisions require resources to develop or

implement the proposed course. Resources fall into four broad categories: (1)
facilities, (2) funding, (3) personnel, and (4) equipment. All four categories
require long lead-time planning. An approved TPP is the authority to submit
requests for resources.
2-5-1
PLANNING
SECTION 6.0 INITIATING A TPP
A TPP is a proposal to develop a new course or to revise an existing course. The

decision to prepare a TPP can come from the commanding officer or officer in
charge of the training activity or from higher authority.
The Course Curriculum Model Manager (CCMM) will develop and

submit the TPP for a course revision
The CCA, via the Functional Commander, can designate an activity to

be the CCMM for a new course and direct it to develop the TPP for a
new course, or it may be developed by another agent for the CCA
2-6-1
PLANNING
SECTION 7.0 TPP OUTLINE
The TPP shall contain all the data and information necessary to
identify and justify resources required for the training course under
consideration
Volume II contains a sample TPP with typical entries. It must be

emphasized that the entries selected, and the data presented for your TPP
will be determined by the requirements of the project.
Specific elements of data and information shall include the following

items where applicable
Cover Page
Table of Contents
Justification
Impact if the course development or revision is not undertaken
Course Data Page
Safety Risks and Hazardous Materials exposure
Curriculum development method recommended
Milestones
Resource requirements
2-7-1
NAVEDTRA 131A
STAGE ONE
CHAPTER 3
PERSONNEL PERFORMANCE PROFILES
3-1
NAVEDTRA 131A PERSONNEL PERFORMANCE PROFILES
STAGE ONE
INTRODUCTION
In the previous chapter a Training Project Plan (TPP) was created which outlined
proposed new or revised training and identified resources. Building from
available resources, job skills and knowledge are identified and listed.

131A contain guidelines for reading this
manual – you should read them now if you
have not already done so.
Having received approval of your TPP, developing Personnel Performance

Profiles (PPPs) will be your first real step in satisfying the training requirements.
The Training Requirement and PPPs
Course development is initiated by a training requirement, such as
A need to train sailors to operate and/or maintain a specified piece

of hardware
A requirement to train Navy personnel to perform a designated

shipboard job—other than operation/maintenance of a particular
hardware
All training provided to satisfy this requirement must be accurate and

job-related—this means
Identifying, by analysis, all skills and knowledge associated with

performance of the requirement
3-3
PERSONNEL PERFORMANCE PROFILES NAVEDTRA 131A
STAGE ONE
Compiling these skills and knowledge into a list
Skills and knowledge lists go by various names—

dependent upon where the list is being described.
PERSONNEL PERFORMANCE PROFILE (PPP) is the

name given this manual's skills and knowledge list.
Having received approval of your TPP
Developing the PPP(s) will be your first real step toward satisfying
the training requirement
CHAPTER'S SCOPE
To provide information vital to understanding PPPs
To explain that terminology which acquires a unique meaning when

applied to PPPs
To explain the step-by-step process for developing PPP Tables as

presented in Curriculum Developer Aids (CDAs) and the PPP Model
Statements
The CDAs for PPP Table Development and Model

Statements lead you step-by-step through
development of a PPP Table but do not explain
the “how” of the process.
The CDAs and Model Statements enable you to

develop PPP Tables relatively quickly and easily.
And, finally, to provide sufficient information for decisions to be made
3-4
STAGE ONE
SECTION 1.0 WHAT ARE PPPs?
1.1 PPPs are
Lists of required skills and supporting knowledge

The foundation for ALL curriculum development
PPP DEFINED
A PPP is a minimum listing of knowledge and

skills required to operate and maintain a system,
subsystem, or equipment, or to perform a task or
function.
1.2 PPPs are required for developing
Training Path System (TPS)

Course and Topic Learning Objectives (CLOs/TLOs)
Test Items and Tests
Lesson Plan (LP) and Trainee Guide (TG)
Support Materials
3-1-1
STAGE ONE
IMPORTANCE OF PPPs
PPPs are the single-most important element of

curriculum development
Quality curricula result from quality PPPs
Poor PPPs lead to a poor curriculum
Curriculum development requires that ALL PPPs be

developed first because
PPP line items are used throughout a curriculum
Track of Selected "PPP Line Item/Table Number

Reference" Through A Curriculum, is illustrated in the
Volume I Supplement (See Table of Contents for
specific page).
3-1-2
STAGE ONE
SECTION 2.0 PPP CATEGORIES/TYPES
2.1 PPP categories are
Hardware System, Subsystem, and Equipment
Non-Hardware Task/Function and Background
Use of these terms will be helpful later on when

System/Subsystem/Equipment PPPs, and
Task/Function and Background PPPs, are
grouped together and collectively discussed
2.2 PPP types are
System
HARDWARE
Subsystem
Equipment
Task/Function
NON-HARDWARE
Background
Most training programs use a combination of PPPs from

the above types during design and development.
3-2-1
STAGE ONE
See Volume II for PPP Table examples
TAB A-2. System PPP F0147
TAB A-2. Subsystem PPP F0156
TAB A-2. Equipment PPP F0194/F0202
TAB A-2. Task/Function PPP B0076
TAB A-2. Background PPP A0002
2.3 Hardware PPP types defined
SYSTEM – may be:

Related subsystems which operate together to meet a strategic or
tactical requirement; e.g., Weapons Platform: A Submarine – Or
Surface Ship – Or Aircraft
Related components or equipments established to perform a certain

Mission or Functions; e.g., AN/SQQ-89(V)3 SURFACE ASW
COMBAT “SYSTEM”
Single or multi-purpose
These PPPs list the knowledge and skills

required to operate and maintain a System.
SUBSYSTEM – can only be:

Related equipments which together perform particular functions that
contribute to the overall system mission; e.g., X-1B IFF “System” or
Ship's Departments: Combat Systems, Operations, Engineering
3-2-2
STAGE ONE
These PPPs list the knowledge and skills

required to operate and maintain a Subsystem.
EQUIPMENT – may be either:
A unit of a subsystem for which Operation and Maintenance can be

performed
OR
Any device that supports any system or subsystem; Equipments are

made up of various components; e.g., AN/UYQ-21, UYK-44, C-
1678/APX IFF CONTROL
These PPPs list the knowledge and skills required

to operate and maintain an Equipment.
2.4 Hardware PPP Table Relationships
It is possible that the same Hardware may logically be designated as

being either:
A System,
Or a Subsystem,
Or an Equipment
What to call this Hardware depends upon:
Size and complexity,

Eventual usage and developer's intent
3-2-3
STAGE ONE
Thus, these Hardware TYPES are not necessarily

fixed when applied to a specific hardware.
Hardware PPP types are often directly related to one another:
Any Equipment can be part of a Subsystem; a Subsystem can be part

of a System
Two or more related Equipments can make up a Subsystem, and

Two or more related Subsystems can comprise a System
2.5 To best determine PPP types/titles, do the following:
Designate the weapons platform (ship, aircraft, etc.) to be the System
Designate the weapons platform “department” (weapons, engineering,

power plant, airframe, etc.) as the Subsystem
Determine to develop System/Subsystem PPPs only if needed
Recognize that most makers of military hardware call their Whatever

Hardware a “System,” when their System is probably an
“Equipment”—Thus, the Systems become Equipment PPPs
Write the System PPP title and Subsystem PPP titles needed for your
training program
Write—in this order—the titles of the Equipment, Task/Function, and

Background PPP Tables that are required
This somewhat involved process helps to ensure

that only the PPPs that are necessary for the
training program are developed
3-2-4
STAGE ONE
Refer to Figures 3-1 and 3-2 for an illustration of these concepts.
FIGURE 3-1: THE WEAPONS PLATFORM AS THE SYSTEM
3-2-5
STAGE ONE
FIGURE 3-2: THE AN/SQQ-89(V)3 AS THE SYSTEM
3-2-6
STAGE ONE
FIGURE 3-1 shows the weapons platform—TICONDEROGA—as being the

System
One of this ship's Subsystems is the AN/SQQ-89(V)3 ASW COMBAT

“SYSTEM”
AN/SQQ-89(V)3-related Equipments are the AN/SQR-19(V), AN/SQS-

53C, AN/SQC-28(V), and MK 116 MOD 6 UFCS
FIGURE 3-2 shows the AN/SQQ-89(V)3 ASW COMBAT “SYSTEM” as being the
System
AN/SQQ-89(V)3-related Subsystems are now the AN/SQR-19(V),

AN/SQS-53C,AN/SQC-28(V), and MK 116 MOD 6 UFCS
AN/SQS-53C-related Equipments are the 49 cabinets mentioned above:

AN/UYQ-21, UYK-44, XMITTER CONTROL, XMITTER DRIVE
CONTROL, etc.
Each of these “equipments” is comprised of multiple

devices, e.g., the AN/SQS-53C SONAR consists of
seven Functional Groupings (power distribution,
xmitter, display, etc.) and 49 separate cabinets at
various locations throughout the TICONDEROGA.
Both figures show correct PPP designations
Following the Figure 3-2 approach, only four Equipment PPPs are
required:
AN/SQR-19(V), AN/SQS-53C, AN/SQC-28(V), and MK 116 MOD 6

UFCS
Following the Figure 3-2 approach, numerous equipment PPPs are

required for each Subsystem:
3-2-7
STAGE ONE
The AN/SQS-53C Subsystem alone requires 49 Equipment

PPPs—AN/UYQ-21, UYK-44, XMITTER CONTROL, XMITTER DRIVE
CONTROL, etc. (one PPP for each of its 49 separate cabinets)
Both approaches can produce equally good curricula.
Generic PPP tables are preferred for use when:
The specific equipment type the graduate will operate/maintain is known,

but the exact equipment mark/mod is unknown:
Generic Hardware PPPs are always Equipment

These PPPs are most often used in developing “A” School training
Graduate will operate an IBM-compatible microcomputer, BUT, the

specific make, model or series could be any IBM-compatible
microcomputer on the market: IBM, Zenith, Compaq, Zeos, etc.
2.6 Non-Hardware PPPs Defined
TASK/FUNCTION – may be defined as:
The knowledge and skills required to perform work NOT directly

related to any specific system, subsystem, or equipment
Task/Function PPPs list the knowledge and skills

required to perform a Task or Function
BACKGROUND — these PPPs describe:
3-2-8
STAGE ONE
The PREREQUISITE knowledge and skills required for learning

Operation and Maintenance of a System, Subsystem, Equipment, or
performance of a Task or Function
These PPPs list those things a person must

FIRST know, and be able to do;
Hence, “PREREQUISITE”
in order to learn to Operate and Maintain a
particular System, Subsystem, or Equipment or to
perform a specified Task or Function.
A body of knowledge and skills the trainee must possess before

entering the classroom/laboratory to begin learning the Hardware or
Task/Function skills
These PPPs are often organized around subject matter

areas, such as the following:
Mathematics - Basic Electricity - Basic Electronics
2.7 Non-Hardware PPP Discussion—Task/Function (T/F)
A T/F is not unique to the operation and maintenance of any one

particular system, subsystem, or equipment
To perform a given T/F, e.g., instructing, requires many different skills

and knowledge—all leading to a single application
A T/F usually has one of the following endings—ING, ION, MENT:
Cooking (NOT Cooker)

Navigation (NOT Navigator)
3-2-9
STAGE ONE
Training Management (NOT Training Manager)

See Figure 3-3 for an illustration
A TASK/FUNCTION PPP WILL ALWAYS DESCRIBE
A Job: Cook (Mess Management Specialist)
OR
A Billet: Navy Instructor
OR
A Function: Trainee Counseling
OR
A Task: Conduct a counseling session
A Noun Word almost always expresses a Job,

and never an adjective, i. e., ing ending
3-2-10
STAGE ONE
FIGURE 3-3: SKILLS AND KNOWLEDGE REQUIRED FOR THE

TASK/FUNCTION “NAVY INSTRUCTOR”
3-2-11
STAGE ONE
Non-Hardware PPP Discussion—Background (BG)
BG skills and knowledge describe prerequisite requirements
BG skills and knowledge apply to all, many, or at least more than one,
Hardware or Non-Hardware, PPP line items
BG skills and knowledge are not directly related to any one particular
Hardware or Non-Hardware PPP
Any category of BG skills and knowledge, e.g., mathematics, covers a

relatively narrow field of subject matter; BUT, such B/G skills and
knowledge, i.e., mathematics, have an almost unlimited range of
application and usefulness, as illustrated by Figure 3-4
3-2-12
STAGE ONE
FIGURE 3-4: HOW BACKGROUND SKILLS APPLY TO A VARIETY

OF APPLICATIONS
3-2-13
STAGE ONE
PPP CHECKPOINT
You should now know enough about PPPs that you are
able to determine the types of PPPs required for your
training program, and their exact Hardware and/or Non-
Hardware titles.
Check your PPP titles against those listed in the

TRAINING REQUIREMENTS DATA BASE ANNUAL
REPORT and associated QUARTERLY UPDATES.
Obtain copies of those existing PPPs required for your
training program.
Existing PPPs cannot be duplicated.
Volume III, Chapter 3, of this manual discusses the

report and management of PPPs.
PPPs are developed only if there are no existing

tables.
Having determined the types of PPPs required for your

training program, compile a PPP Table listing which
you will submit to higher authority (CCA) for review and
approval.
The remainder of this chapter discusses both the

compilation of PPPs when tables exist to meet your
requirements, and development of PPPs when none
exist at all.
3-2-14
STAGE ONE
SECTION 3.0 PPP DEVELOPMENT
3.1 RULES FOR WRITING PPPs
PPPs are developed from a comprehensive task analysis
A PPP is a Minimum Listing of required skill and supporting knowledge
PPPs are written in Generally Specific terms
PPPs do not repeat what is in the technical documentation
Sometimes PPPs must be a comprehensive task listing
A PPP is not personnel-specific
A PPP is not course-specific
Skill PPP items are always identified first
Each skill has its Directly Supporting Knowledge
Skills will also have Indirectly Supporting Knowledge
Skill and Knowledge behaviors are job-specific
All available resources are used in developing PPPs
Correct order of PPP development: Equipment — Subsystem —

System — Task/Function — Background
Your PPPs will be accurate and complete if you follow the

rules listed above. Each rule is individually discussed in the
pages that follow.
3-3-1
STAGE ONE
3.2 PPPs are developed from a comprehensive task analysis
USE ALL AVAILABLE RESOURCES TO GATHER TASK ANALYSIS

DATA
This task analysis may be:
LSAR (Logistics Support Analysis Record)

NOTAP (Navy Occupational Task Analysis Program, i. e., its
Occupational Standards and Survey Task Analysis documents)
OTHER (Job Task Analysis/Technical Manuals/Other Reference

Sources, etc.)
The above are all comprehensive task analysis-based documents, from

which required information can be extracted and used to develop a PPP
Table
3-3-2
STAGE ONE
Task analysis may be done by using the:
MODEL STATEMENTS AND CURRICULUM DEVELOPER AIDS (CDA) FOR PPP

TABLE DEVELOPMENT
The Model Statements consist of fill-in-the blank skill and knowledge

statements
The CDA works in conjunction with the Model Statements and leads
you through the Task Analysis process by helping you select the
correct Model Statements. The CDA is used for your HARDWARE
PPP Tables only
Use of the CDA (Hardware PPPs only) and Model Statements

ensures your PPP Table will be developed following ALL the
important rules that are discussed in this chapter
Please note that
A technically correct, comprehensive PPP is best developed by using

these Model Statements/CDAs and the appropriate task analysis-
based documentation
3.3 PPPs are minimum lists of skills and supporting knowledge
A minimum of statements (and space) are required to describe a

maximum amount of information
A PPP reduces, or minimizes, a long list of duties/tasks contained in a

comprehensive task analysis to a workable number of several, or more,
all-inclusive statements; i. e.: A minimum requirements list is prepared
3-3-3
STAGE ONE
3.4 PPP statements are generally specific
The statement “perform preventive maintenance on the ”
IS “general” because it encompasses ALL PM tasks

IS “specific” when the exact Hardware name is written in
IS also “specific” because task elements are usually listed
PPP tables are constructed using general terms to support specific skills
3.5 Technical documentation is not repeated in PPPs
All operation and maintenance tasks are listed, and discussed in the
hardware's technical manual(s) then these same tasks are not restated
in the PPP. Anyone needing this information should go ALWAYS to the
technical documentation
3.6 PPPs must be comprehensive task lists when
The technical manual(s) for the hardware is either non-existent, or

inadequate
This is because the PPP is now the only source of this information
The PPP developer is responsible for getting this

information into the hands of those writing/maintaining
the technical documentation.
3.7 PPPs are written like this because
They can remain static, even though the Hardware changes
It will ensure that the PPP will be an easy-to-work-with document, and

one which is of manageable size
3-3-4
STAGE ONE
The Figure on the next page illustrates all of the concepts we have
discussed thus far—
Comprehensive task analysis — minimum requirements list —

generally specific — technical documentation not repeated
This Figure also shows how a PPP statement can be derived from a
comprehensive task analysis
The following examples will be used to explain the rules for writing quality PPPs
covered on the preceding pages. See the following page for this explanation.
3-3-5
STAGE ONE
FIGURE 3-4: MINIMIZING COMPREHENSIVE DATA

PPPs are developed from a comprehensive task analysis
Shown first is a list of tasks resulting from a comprehensive task

analysis, extracted from Chilton's..., for performing 24/36,000- mile
maintenance on the CUCV
One duty (A) and nine tasks (A1—A9) are identified as required to
perform maintenance on the CUCV at 24/36,000 miles
3-3-6
STAGE ONE
A PPP is a minimum requirements listing
By the process of minimizing, the nine tasks and one duty identified by
comprehensive task analysis have been reduced to one PPP line item
and two PPP sub-items
PPPs are written in generally specific terms
The 2-2 PPP line item is Specific because writing in the hardware name,
CUCV (Type A) Utility, at the end of the PPP statement means that it
applies solely to the CUCV (Type A) Utility
This 2-2 PPP line item is also General in nature because it can
encompass all preventive maintenance tasks performed at 24/36,000
miles, even if the list expands or contracts
PPPs do not repeat what is in the technical documentation
Chilton's... has a comprehensive list of 24/36,000-mile preventive

maintenance tasks for the CUCV (Type A) Utility—so there is no need to
repeat this list in the PPP Table
Sometimes PPPs must be a comprehensive task listing
Suppose there were no Chilton's..., and no comprehensive list of

24/36,000-mile preventive maintenance tasks—The PPP Table becomes
the only source of this information and, consequently, must be a
comprehensive task listing
3-3-7
STAGE ONE
Each PPP skill statement selected for training is

later subjected to a comprehensive task analysis
Each is expanded into a list of tasks that

must be performed in the workplace
These tasks form the basis of course-related

Job Sheets, used for learning and practicing
skills in the training environment.
When the technical documentation is updated, the PPP may be rewritten

as a minimum requirements listing, as this information is now available
where required
To protect integrity of already-developed courses:
PPPs are modified only in accordance with procedures contained in

Volume III
The PPP goes away only when the hardware goes away
3.7 PPPs are not course/personnel-specific
Only one PPP is allowed per each hardware, task/function or

background subject area
A given PPP serves as the foundation for all training on the subject
hardware, task/function or background subject area
PPPs are not developed in such a way that they serve only one course
As with all rules, occasions sometimes arise which justify violating the
rule. A course specific PPP may be warranted. Two activities may
each need their own PPP for the same device.
3-3-8
STAGE ONE
PPP USABILITY
The PPP must be usable for training everyone—from

military recruit to commanding officer.
The most serious and frequent error occurs because

the developer has a specific course in mind
The developer thinks only of those skills and

knowledge required for THEIR course
In making this mistake the developer:
Shortens the list of PPP line items

Narrows the scope of the PPP
Reduces its usability—so that it applies only
to a single course or skill category
3.8 Skills are always determined first
Knowledge is always determined last
After ALL skills have been identified
This rule applies everywhere in this

system of curriculum development.
ALL knowledge must support a skill(s)
Either “directly” or “indirectly”

Nice-to-know information is not allowed
3-3-9
STAGE ONE
By determining skills first and knowledge last, you ensure

that training emphasizes performance, such as
Operating/maintaining hardware
Performing a task or function
Your focus as a developer must always be
PERFORMANCE of the skills
3.9 Skills require directly supporting knowledge
1-5. Operational description (KNOWLEDGE)

DIRECTLY SUPPORTS
2-1. Operation (SKILL)
1-6. Maintenance description (KNOWLEDGE)

DIRECTLY SUPPORTS
2-2. Maintenance (SKILL)
Every skill PPP statement must have a related knowledge PPP

statement(s). Note in the following example item 1-5-2 directly supports
skill line item 2-1-1 and knowledge line item 1-6-2 directly supports line
item 2-2-1
3-3-10
STAGE ONE
2. EQUIPMENT SKILLS
2-1. OPERATION
2-1-1. Perform tasks for operation of the including:

a. Preoperational procedures
b. Operational procedures
c. Post-operational procedures
2-2-1. Use special tools and test equipment required for

maintenance of the as prescribed in applicable
documentation.
1. EQUIPMENT KNOWLEDGE (THAT DIRECTLY SUPPORTS THE SKILLS)
1-5. OPERATIONAL DESCRIPTION
1-5-2. Describe tasks to perform operation on the :

a. Preoperational procedures
b. Operational procedures
c. Post-operational procedures
1-6-2. Describe the use of special tools and test equipment required
for maintenance of the as prescribed in applicable
3.10 Indirectly supporting knowledge is needed also
This is knowledge that may not be traced back to a specific skill PPP line
item
This knowledge is required for skill understanding—but it is not required

for skill performance
This knowledge allows one to better understand HOW the hardware is

operated and maintained—
3-3-11
STAGE ONE
Even though this knowledge does not contain actual operation and
maintenance procedures
It is possible, therefore, to learn to operate and maintain the hardware,

even though one has not acquired the body of indirectly supporting
knowledge
1. KNOWLEDGE (THAT INDIRECTLY

SUPPORTS)
General Description of
Physical Description of
Functional Description of
Interface Description of
Documentation Description
2. SKILL (HARDWARE USE)
Operation
Maintenance
3.11 Job-specific behaviors are used to develop PPP line items
Choose a word that exactly describes the skill
Operate — Maintain — Troubleshoot — Repair — Analyze
Choose a word which describes precisely how the knowledge will be

used on the job
Explain — State — Describe — Locate — Define.
3-3-12
STAGE ONE
SECTION 4.0 DEVELOP YOUR HARDWARE PPPs
Some things are common to all hardware PPPs
“1” is associated with Knowledge
“2” is associated with Skills
Hardware PPPs have three categories of skill
“2-1” OPERATION
“2-2” MAINTENANCE
“2-3” ASSEMBLY (On board only - seldom seen in a PPP)
Hardware PPPs have 7 categories of knowledge
1-1. GENERAL DESCRIPTION

1-2. PHYSICAL DESCRIPTION
1-3. FUNCTIONAL DESCRIPTION
1-4. INTERFACE DESCRIPTION
1-5. OPERATIONAL DESCRIPTION
1-6. MAINTENANCE DESCRIPTION
1-7. DOCUMENTATION DESCRIPTION
See Volume I Supplement for a

description of the contents of each of
the 7 knowledge categories.
Technical manuals are often organized this same way
3-4-1
STAGE ONE
The above sequence is also usually the best for

teaching Hardware-related information—because the
trainee progresses from:
Simple complex
General specific
Easy-to-do more-difficult-to-do
However, 1-7 is usually taught very early in the

course, even though listed last
Hardware PPP Line items are sequential, as shown in the example

below
Note that three (3) subitem levels are allowed, where 1-6-1 is the first
level: a. [1st level] (1) [2nd level] (a) [3rd level]
Volume I supplement contains the following helps for developing

Hardware PPPs:
3-4-2
STAGE ONE
Hardware PPP Model Statements — Designed so that fill-in-the-

blanks produce completed PPP line items
Hardware PPP CDAs (Curriculum Developer Aids)— Help you to

select the applicable Model statements used to complete your PPP
table
PPP Table Checklists — Help to analyze the Hardware so that you

can determine content of the PPP (if used, these are not submitted
for review)
3-4-3
STAGE ONE
SECTION 5.0 DEVELOP YOUR TASK/FUNCTION PPPs

Some things are common to all Task/Function PPPs
“1-X” indicates a major subject area supporting a “2-X” Duty
“1-X-X” indicates a knowledge supporting a major subject area
2” is associated with Skills
“2-X” indicates a Duty
“2-X-X” indicates a Task supporting the Duty
i.e., The PPP Line item
3-5-1
STAGE ONE
Item No. Knowledge/Skills
2-1 Perform Basic Driving Duty
2-1-1 Observe Rules of the Road PPP line item
a. Observe traffic signals and signs Sublevel 1
(1) Perform action required by Sublevel 2

traffic signs
(a) Stop upon recognition Sublevel 3

of octagon shape
Each Duty or Task (or group thereof) must have directly supporting
knowledge
Duties must be traceable to their directly supporting knowledge by

their numbers
It is desirable for tasks to be traceable to their directly supporting

knowledge; however, this is not a requirement
Indirectly supporting knowledge is used as needed
Numbers/letters are used with the two-digit numbers
To indicate sequence of PPP line items
To list subitems of a line item
Three subitem levels are allowed
3-5-2
STAGE ONE
Task/Function PPPs are developed using standard task analysis

procedures, which are not discussed in the manual. The Navy's
reference document for Task Analysis information is NAVEDTRA 130A:
Task Based Curriculum Development Manual.
It may not be necessary for you to go the 3rd (or even 2nd) level of subitems
shown in the example on previous page
The only requirement is that
Skills must be identified by the number “2”
Knowledge must be identified by the number “1”
3-5-3
STAGE ONE
SECTION 6.0 DEVELOP YOUR BACKGROUND PPPs
Some things are common to all Background PPPs
“1-X” indicates a Major Subject Area supporting a “2-X” Area or Duty
“1-X-X” indicates Knowledge supporting a Major Subject Area
3-6-1
STAGE ONE
“2” is associated with Skills
“2-X” indicates a Major Subject Area or Duty
“2-X-X” indicates a major Component Subject Area or Task
Each Major Subject Area/Component, or Duty/Task (or group thereof)

requires directly supporting knowledge:
Duties/Areas should be traceable to their directly supporting

knowledge by their numbers
It is desirable for tasks/components to be traceable; however this is

not a requirement
Indirectly supporting knowledge is used as needed
Numbers/letters are used with two-digit numbers:
To indicate sequence of PPP line items
To list subitems of a line item
Three subitem levels are allowed
3-6-2
STAGE ONE
Background PPPs are often developed using standard task analysis

procedures, which are not discussed in this manual. The Navy's reference
document for Task Analysis information is NAVEDTRA 130A: Task Based
Curriculum Development Manual.
One approach to creating a Background PPP table is to begin by

organizing your Background PPP table according to duties (skills) or
major subject areas (knowledge) - see the Background and
Task/Function PPP table examples in Volume II, Tab A2
Another method of organizing your Background PPP table may work

equally well for you
The only requirement is that
Skills must begin with the number “2”

Knowledge must begin with the number “1”
6.1 T/F – B/G PPP Special Considerations
Write each PPP line item so that it remains a logical expression when
any one of the skill descriptors is added to the line item, as shown
below:
3-6-3
STAGE ONE
1-1-1. Describe the function and location of the normal and auxiliary
indications on the Ships Control Panel (SCP)....
1-1-4. State the purpose of the SCP switches, knobs, and valves to
include....
1-2-3. Describe the following effects, conditions, and limitations that

pertain to the rudder during surface and submerged operation....
2-1-1. Demonstrate proper use of normal and auxiliary indications on

the SCP to include the following....
2-1-2. Respond to the failure of normal and/or auxiliary indications to

include....
2-2-3. Operate the rudder for course keeping in surfaced and

submerged operation under the following effects....
There are several ways of developing PPPs
You can “be creative” – using only the sample PPPs in Volume II for
guidance
Or, you can use the PPP Model Statements
Another equally viable approach is to begin by organizing your Background PPP

table according to duties (skills) or major subject areas (knowledge) - see the
Task/Function PPP table example
You may use the PPP CDA appropriate to your Hardware PPP type(s)
Or, you can use a combination of the above
3-6-4
STAGE ONE
6.2 Recommended Approaches
If you're inexperienced or uncertain
To develop any Hardware PPP:
Refer to the sample PPP for your PPP type found in Volume II, Tab
A-2
Use the “Hardware PPP CDAs,” and the “Hardware PPP Model
Statements”
The CDA in conjunction with the Model Statements will lead

you step-by-step through the process of identifying all
knowledge and skill items required to complete your PPP
table.
Then use the appropriate PPP Table Checklist to ensure the content
of your PPP is complete
To develop any Task/Function PPP:
Refer to the sample Task/Function PPP in Volume II, Tab A-2
Use the “Task/Function Model Statements and PPP Checklist” to

ensure content of your PPP is complete
To develop any Background PPP:
Refer to the sample Background PPP found in Volume II, Tab A-2
Use the Background PPP Model Statements and appropriate PPP

Table Checklist
3-6-5
STAGE ONE
If you're experienced and/or confident
To develop any Hardware PPP:
Use the “Hardware PPP Model Statements” and appropriate “PPP

Table Checklist”
While the Model Statements can be used alone, using the

Checklist also will assure you of the accuracy of your PPP.
To develop any Task/Function PPP:
Use the “Task/Function PPP Model Statements,” or “be creative,”

whichever is easiest for you
To develop any Background PPP:
Use the “Background PPP Model Statements,” or “be creative,”

whichever is easiest for you
3-6-6
STAGE ONE
SECTION 7.0 WHAT IS NEXT?
You will develop the TRAINING PATH SYSTEM (TPS)
You will determine whether to train someone to
PERFORM Hardware or Non-Hardware skills
DIRECT those who are the performers
COORDINATE the overall actions of those who direct or perform
You will determine if the trainee
Will operate and/or maintain hardware, or
Perform a Task/Function, and for both
The ability level which must be attained
You will determine, first, the skills and knowledge the trainees will
acquire by choosing specific line items from the PPPs. Then—
You will join these PPP line items with the designated ability
level(s), thus specifying the precise skills and knowledge to be
acquired
You will determine a training pipeline of courses and
Where your course(s) fits in this pipeline
Where your course(s) will be taught
3-7-1
STAGE ONE
You will begin Job Sheet development
This process begins as soon as the TPS is done
This is done to make sure that skills drive, or force, content of the
curriculum
You will prepare a PPP Table Listing
This document lists ALL PPP Tables required for development of

your training program
PPP Tables will be listed hierarchically, beginning with that PPP of

highest order, (e.g., system is superior to subsystem) followed by
titles of corresponding subordinate PPP Tables
Task/Function PPPs will be listed where they best fit in relation to

the Hardware PPPs
Functionally related equipment will be grouped to the maximum

extent possible
Background PPPs will be listed, alphabetically, last of all
PPP Table titles will reflect the exact Hardware/Non-Hardware for which
the Table is being provided – MK and MOD numbers will be included, if
applicable
The suffix “(M)” or “(R)” will be placed following the PPP Table Number
of Tables to be revised/modified
Volume III of this Manual discusses revisions and modifications to

existing PPP Tables
3-7-2
NAVEDTRA 131A
STAGE ONE
CHAPTER 4
TRAINING PATH SYSTEM
4-1
NAVEDTRA 131A TRAINING PATH SYSTEM
STAGE ONE
INTRODUCTION
In the previous chapter, Personnel Performance Profiles (PPPs) were created or

selected which identified the skills and knowledge required to operate and
maintain a system, subsystem, or equipment, or perform a task/function.
Development of the Training Path System (TPS) completes Stage One. Building
upon the previously developed PPPs, you will make a series of decisions
fundamental to the later development of training materials.
Though the procedures for developing a TPS are presented in a certain

sequence, this is not necessarily the sequence in which the elements of the TPS
must be developed and, in fact, the various elements can be developed in almost
any sequence.

CHAPTER'S SCOPE
To help make some very important training decisions,

using the basic information contained in PPP Tables
Decisions that determine
WHO will be trained
WHAT will be trained
WHERE will training be provided
4-3
TRAINING PATH SYSTEM NAVEDTRA 131A
STAGE ONE
By making these decisions the eventual content of the curriculum or

what will actually be taught in the classroom and laboratory is
determined
Step-by-step, the TPS helps to make such

key decisions.
The TPS bridges the gap between PPPs and the curriculum,
and provides the information required to develop:
Learning Objectives - Lesson Plan - Trainee Guide - Tests
Upon finishing with the TPS Chapter, all training requirements for the
course will be determined
This is done by making the required decisions which result

in development of required TPS documents
4-4
STAGE ONE
SECTION 1.0 THE TPS IS
A management tool which designates the training requirements for

Navy personnel involved in a particular training program(s)
A decision-making process where a series of questions fundamental to

curriculum development (see following page) are answered and
recorded, thus establishing the training requirements of the curriculum
4-1-1
STAGE ONE
SECTION 2.0 TPS ELEMENTS (OUTPUTS) ARE
Training Objective Statements (TOS)
TOS describe skills and knowledge to be learned by the individual
Training Level Assignments (TLAs)
TLAs list specific PPP line items to be taught, the training

environment where each will be taught, and the level of training to
be provided to each PPP line item
Table Assignment Matrix (TAM)
The TAM summarizes the training requirements for PPP Tables

listed on the TPC (see below) by showing all TOS associated with
each PPP
Training Path Chart (TPC)
A TPC graphically shows a complete training path for a category

of people by listing courses in the path, and PPP Tables covered
by each
4-2-1
STAGE ONE
SECTION 3.0 TPS CHAPTER'S GOALS ARE

To help you determine ALL training requirements for the course by
leading you, step-by-step, through the decision-making process
These decisions are
WHO will be trained?
WHAT will the person be trained to do?
Operate something?
Maintain something?
Operate and Maintain something?
Perform (Or Direct, Or Coordinate)

a certain task or function?
Acquire some skill(s)/knowledge needed

for learning any of the above skills?
WHAT exact skills will the person learn to perform?
WHAT knowledge is needed to perform these skills?
WHERE will the training be provided?
WHAT other courses come before, or after?
You should now turn to the Sample TPS in Volume II, TAB A-3, and
glance over it before reading the TPS discussion.
As you read the following pages, you should refer to appropriate

sections of the Sample TPS.
4-3-1
STAGE ONE
SECTION 4.0 WHO WILL BE TRAINED?
ALL Navy personnel fit into one of three groups
Course scope and content are determined by the

group for whom the training is intended.
The kind of work that is to be trained determines the personnel group

that is selected
4.1 The three different groups of personnel are:
Those who COORDINATE the work of others, i. e., the

Coordinator
Those who DIRECT the work of others, i. e., the Director
Those who PERFORM the hands-on work associated with

operation and/or maintenance, or doing the task/function, i. e.,
the Performer
4.2 The following descriptions will help to identify who will be trained, or that
group of personnel for which the training is to be designed:
Coordinator: One who has overall authority and responsibility; i.

e., CO/XO, the system manager
Director: Direct supervisor, i. e., department head, division officer,

leading petty officer
Performer: One who does the hands-on work of operating and/or

maintaining the system, subsystem, or equipment, or doing the
task/function, i. e., technician/operator
4-4-1
STAGE ONE
4.3 Choosing the Personnel Group
Enlisted personnel may require training to be a

Coordinator/Director—such as when a Chief is assigned as the
Craftmaster of a tug
Officers may require training to be a performer—for instance, the

Radar Intercept Officer performs operational procedures
The Prospective Commanding Officer of a ship when being taught the

hands-on pilotage skills requires training as a Performer
Though important,
Military rank, or whether officer or enlisted
DOES NOT
determine which personnel group is selected
The personnel group IS ALWAYS chosen based on the

kind of work to be performed
4-4-2
STAGE ONE
SECTION 5.0 WHAT WILL THE PERSON BE TRAINED TO DO?
Deciding what the sailor will be trained to do and describing what the
sailor will be trained to do is aided by the use of prepared statements
such as those shown below
Each skill statement describes a unique form of work
Skill statement examples include:
Coordinate operation and maintenance
Direct operation, or
Direct abnormal operations, or
Direct maintenance, etc.
Perform normal operations

Perform abnormal operations
Perform preventive maintenance
Perform systematic fault isolation procedures
Perform undocumented fault isolation
procedures
Perform (Coordinate, Direct) basic skills

associated with the task/function
Perform (Coordinate, Direct) advanced skills
associated with the task/function
5.1 These statements are called:
TRAINING OBJECTIVE STATEMENTS (TOS)
4-5-1
STAGE ONE
Use canned, or pre-prepared, TOS statements to simplify

wording and shorten developmental time.
5.2 TOS are organized into Task Sets
Task Sets are
Coordinate TASK Set

Direct TASK Set
Perform TASK Set
Coordinate TASK Set begins on page 4-16
Direct TASK Set begins on page 4-19
Perform TASK Set begins on page 4-23
You may then use each TOS as is, or add to it, or amend it, to
better describe your training program—Expanded, amendable
TOS are in the Volume I Supplement
Amending the TOS usually involves writing into each TOS

selected the name(s) and nomenclature of the hardware, or non-
hardware, being trained, deleting unnecessary phrases from the
TOS, and adding explanatory phrases as needed
Amending the TOS transforms them from generalized statements

about skills and knowledge to be trained to specialized statements
about the planned-for training
4-5-2
STAGE ONE
To make the last of this discussion

easier to follow, take a few minutes now
and study the each of the three TASK Sets
and their individual TOS.
5.3 To describe a training program
Select the desired TASK Set
Next, select the required skill TOS
Then, select the supporting knowledge TOS
4-5-3
STAGE ONE
HOW TO DESCRIBE A COURSE IN A FEW WORDS
Select the desired TASK Set
For instance, by specifying “Perform TASK Set”

you are saying that your course will train personnel
to be performers, i. e., perform certain skills
(vice Direct or Coordinate skill performance)
Next, select the desired Skill TOS from this TASK Set
If you choose: “Perform preventive maintenance/

Perform systematic fault isolation procedures”
you are saying your course will train sailors to
perform preventive/basic corrective maintenance
Then, select the supporting Knowledge TOS
You must select “Training provides the knowledge

to perform preventive maintenance and basic
corrective maintenance.”
Finally, combine this information with a PPP Table Title
Such as, COMMERCIAL UTILITY CARGO VEHICLE

(TYPE A), UTILITY—you have now stated your
plans to develop a course to teach preventive and
basic corrective maintenance of this one vehicle
4-5-4
STAGE ONE
5.4 A TOS CODE identifies each individual TOS
Each TOS has its own unique TOS Code
This TOS CODE is a letter/number identifier placed just to the left

of each TOS
TOS Codes provide a shorthand method of referring to a particular

TOS
TOS Codes are used to relate selected PPP line items to

designated training objective statements using a TRAINING LEVEL
ASSIGNMENT (TLA) Form, exemplified in Volume II Sample
Products
The letter TOS Codes for skill are
T0/ (S)—Skill (Background)

T0/ (J)—Skill (Task/Function)
O—Operation
P—Preventive Maintenance
C—Corrective Maintenance
M—Maintenance
The letter TOS Codes for knowledge are
F—Familiarization
T—Theory
The number TOS Codes for skill and knowledge are
0/ — 1 — 2 — 3 — 4
5.5 Using TOS Codes
TOS Codes define training requirements
4-5-5
STAGE ONE
Recall that PPP line items are written very broadly
Adding a TOS Code to a PPP Line Item turns a broadly

written statement into one that is more specific
EFFECT OF THE TOS CODE ON THE PPP
Using the following PPP Line Item as an example:

“Perform operation of the CUCV.”
This statement can be interpreted several ways—

What operational tasks are to be performed: All tasks?
Some tasks? Normal tasks? Abnormal tasks?
But, combine this PPP Line Item with a TOS code:

“Perform operation of the CUCV,” plus the TOS Code O1
Now, the PPP Line item, plus the O1 TOS code, specifies normal
operation tasks when teaching this PPP Line item.
But, combine this same PPP Line Item with a second TOS CODE:
“Perform operation of the CUCV” plus TOS CODES O1 and O2.
Now, the PPP Line Item, plus the O1 and O2 TOS CODES,
specifies normal and casualty operation tasks when teaching this
PPP Line Item.
5.6 Thoughts about using TASK Sets/TOS
TOS must be read as TASK Sets
4-5-6
STAGE ONE
You must always know which TASK Set(s) you are currently
working with—individual TOS get their meaning from their related
TASK Set
Each Skill TOS describes a distinct operation or maintenance skill —

normal — abnormal — preventive — corrective
And each Skill has a related Knowledge TOS
TOS Code numbers do not show sequence or priority—

you are not required to teach a “1” TOS before teaching
a “2” TOS, or a “2” TOS before teaching a “3” TOS;
however, this last situation is highly unlikely
A person can learn casualty operations and not know normal

operations
He does not have to know preventive maintenance to perform

corrective maintenance
Priority and sequence are determined by the nature of the

hardware and the skills
TOS Code numbers do not indicate degree of difficulty or complexity

in learning and performing the skill
A higher number does not always mean the skill will be harder to
learn and perform—a “1” TOS may be more difficult than a “2” or
“3” TOS
4-5-7
STAGE ONE
With/Without Supervision is intentionally loosely defined
It includes all the various methods to ensure proper performance

of assigned tasks
All people are under supervision in the sense that each is always
accountable for his actions
Advanced Analysis is the process of using mental

evaluation or processes to determine steps that
must be performed to obtain a known or desired
condition. Undocumented procedures and complex
documented procedures require advanced analysis.
Some courses may require using two, or even three, TASK Sets
The Senior Enlisted Academy course is one example

and it utilizes TOS from all three TASK Sets
Familiarization has unique purposes
It is teaching trainees the use of the

documentation associated with the hardware or
task/function
It is also selected when the intent is to teach

trainees to perform “general watchstanding”
duties which require no knowledge of how the
hardware is operated or maintained
4-5-8
STAGE ONE
5.7 Select TASK Set/TOS
You now know all that you need to know to decide which TASK Set,
and TOS, to use for your course
After selecting the appropriate TASK Set/TOS
You must write the course name at the end of, or into, each TOS
5.8 Amending/Revising TOS
Remember, you may add to or modify any TOS, thus describing more
clearly the training program that you intend to develop. By doing this
another developer has a better understanding of what you intended to
include in the course
5.9 USING EXPANDED TOS
For each TOS contained in this volume there is a corresponding,

Expanded TOS contained in the Volume I Supplement
Using the Expanded TOS, the developer can describe in great

detail the planned-for training
Expanded TOS are best used to ensure that required subject

matter and design considerations are incorporated into the
curriculum materials, i. e., Lesson Plan, Trainee Guide and
Instructional Media Materials
5.10 T0/ TOS Category—IMPORTANT INFORMATION ABOUT THEIR USE
The T0/ TOS Category is used as a means of categorizing the

Background and Task/Function TOS into a distinct and easily
referenced unit. "T0/" is primarily used when conducting formal
instruction on the Training Path System for curriculum developers
4-5-9
STAGE ONE
T0/ SHALL NOT appear on any of the products of curriculum

development, i. e., Training Level Assignment (TLA) charts, Profile
Item-to-Objective Assignment Chart(OAC), Part Page, Section Page,
and so forth
4-5-10
STAGE ONE
SECTION 6.0 COORDINATE TASK SET

T0/ B/G (BACKGROUND) AND T/F (TASK/FUNCTION)
6.1 SKILL/KNOWLEDGE TOS
T0/ TOS Category – Includes: The background skill and knowledge which is
prerequisite to the understanding of the operation and maintenance of the system,
subsystem or equipment AND The task/function skill and knowledge which is not
unique to the operation or maintenance of a particular
system/subsystem/equipment:
S – B/G Skill:
Completion of training provides the PREREQUISITE (Background), PHYSICAL or
MENTAL Skills necessary to support follow-on training in COORDINATING the
operation or maintenance of a system/subsystem/or equipment, or further
background training
B1 – B/G Knowledge:
Completion of training provides the level of knowledge necessary to recognize or
recall ideas, phenomena, symbology and terminology which are PREREQUISITE
to comprehension of a task or function
B2 – B/G Comprehension:
Completion of training provides the comprehension of principles, rules and
concepts necessary to solve given problems and situations and performance
J – T/F SKILL:
Completion of training provides the PHYSICAL AND/OR MENTAL Skills required
to coordinate the job or task/function
Q – T/F KNOWLEDGE:
Completion of training provides the knowledge required to COORDINATE the job
or task/function
4-6-1
STAGE ONE
6.2 E/SS/S FAMILIARIZATION TOS
F1 – Knowledge:
Completion of training provides FAMILIARITY with the:
Purpose, operational concepts, location, capabilities, and limitations of

a system/subsystem/equipment
Organization, content, and use of the technical documentation

provided for use with the system/subsystem/equipment
6.3 E/SS/S OPERATION/MAINTENANCE SKILL TOS
O1 – Skill:
Completion of training provides the ability to coordinate operation and
maintenance.
6.4 E/SS/S OPERATION/MAINTENANCE KNOWLEDGE TOS
T1 – Knowledge:
Completion of training provides the knowledge to coordinate operation and
maintenance:

4-6-2
STAGE ONE
SECTION 7.0 DIRECT TASK SET

T0/ B/G (BACKGROUND) AND T/F (TASK/FUNCTION)
T0/ – Includes: The background skill and knowledge which is prerequisite to the
understanding of the operation and maintenance of the system, subsystem or
equipment AND The task/function skill and knowledge which is not unique to the
operation or maintenance of a particular system/subsystem/equipment:
S – B/G Skill:
MENTAL Skills necessary to support follow-on training in DIRECTING the
operation or maintenance of a system/subsystem/equipment, or further
background training
J – T/F SKILL:
to DIRECT the job or task/function
Completion of training provides the knowledge required to DIRECT the job or
task/function
4-7-1
STAGE ONE
F1 – Knowledge:
Purpose, operational concepts, location, capabilities and limitations of


O1 – Skill:
Completion of training provides the ability to direct normal operations
O2 – Skill:
Completion of training provides the ability to direct:
Normal operations requiring advanced analysis (defined on 4-14)
Abnormal operations (defined as casualty/degraded/not full mission

capable)
M1 – Skill:
Completion of training provides the ability to direct maintenance
T1 – Knowledge:
Completion of training provides the knowledge to direct normal operations:

4-7-2
STAGE ONE
T2 – Knowledge:
Completion of training provides the knowledge to direct:

capable)
Maintenance
4-7-3
STAGE ONE
SECTION 8.0 PERFORM TASK SET

T0/ B/G (BACKGROUND) AND T/F (TASK/FUNCTION
T0/ – Includes: The background skill and knowledge which is prerequisite to the
understanding of the operation and maintenance of the system, subsystem or
equipment AND The task/function skill and knowledge which is not unique to the
operation or maintenance of a particular system/subsystem/equipment:
S – B/G Skill:
MENTAL Skills necessary to support follow-on training in PERFORMING the
operation or maintenance of a system/subsystem/equipment, or further
background training
J – T/F SKILL:
to PERFORM the job or task/function
Completion of training provides the knowledge required to PERFORM the job or
task/function
4-8-1
STAGE ONE
F1 – Knowledge:
Purpose, operational concepts, location, capabilities and limitations of


O1 – Skill:
Completion of training provides the skill to perform normal operations
O2 – Skill:
Completion of training provides the skill to perform:

capable)
P1 – Skill:
Completion of training provides the skill to perform preventive maintenance
C1 – Skill:
Completion of training provides the skill to perform to the authorized maintenance
level, systematic fault isolation procedures
4-8-2
STAGE ONE
C2 – Skill:
Completion of training provides the skill to perform to the authorized maintenance
level:
Systematic fault isolation procedures that require advanced analysis
Authorized techniques to isolate faults that cannot be isolated using

procedures contained in prescribed documentation
C3 – Skill:
Completion of training provides the skill and knowledge to perform, without
supervision:
Diagnosis of equipment malfunctions, fault isolation, and all repairs
This level of skill cannot be trained in the formal school setting. This
skill is acquired only through on-the-job experience, and reflects a
continuous learning process that is supported by the skills and
knowledge taught in the formal school environment
The Training Level Assignment Applicability Indicator "1" will always

be used to show this skill is acquired via "operational experience," i. e.
shipboard performance
4-8-3
STAGE ONE
T1 – Knowledge:
Completion of training provides the knowledge to perform normal operations:

T2 – Knowledge:
Completion of training provides the knowledge to perform:

capable)
Preventive maintenance
Basic corrective maintenance
T3 – Knowledge:
Completion of training provides the knowledge to perform advanced corrective
maintenance
4-8-4
STAGE ONE
SECTION 9.0 WHAT EXACT SKILLS WILL BE TRAINED?
See Volume II, TAB A-3, TRAINING LEVEL

ASSIGNMENT (TLA), as you read the
following discussion.
9.1 These skills are taken from the PPP Table(s)
First, select a PPP Table for the course,

next, select PPP line items from this Table,
then, write their numbers on a TLA Form,
last, make entries in the correct TOS code column(s)
9.2 To develop the list of skills to be trained
Obtain all PPP Tables for your course
PPP Tables are used in this order—Equipment

Subsystem System Task/Function Background
Select a PPP Table and obtain or prepare a blank TLA Form
Write in at the top of the form
The titles of the TPS and PPP Table
TPS alpha-numeric identifier may be a Course Identification

Number (CIN) or Navy Enlisted Code (NEC) identifier
TLAs are usually course specific; however,

TLAs may also show training for an entire NEC
or pipeline—hence the reason for the Training
Locator Indicator Codes. (See page 4-35.)
4-9-1
STAGE ONE
9.3 Develop the list of skills to be trained
“2-1. Operation” skills are done first

“2-2. Maintenance” skills are done last
Under the “Item” column of the TLA
Write the number of each PPP line item that must

be trained in the course
Also list the letter/number code of EACH PPP

subitem that you want trained
A missing letter/number code indicates the PPP

line item, or subitem(s) will not be trained
Indicate TOS applicable to each PPP line item/subitem—
Write in the Training Level Assignment Applicability

Indicators—refer to Page 4-35 of this chapter for these
Do this using the appropriate TOS Column(s)—

you must use those TOS Codes which correspond with
the TOS you selected for your course in an earlier step
Each PPP line item/subitem must have a Training

Locator Indicator Code written beside it
If two or more TOS apply to a PPP Line Item/Subitem
An entry will be made in each applicable TOS column

using the appropriate Training Level Assignment
Applicability Indicators
4-9-2
STAGE ONE
SECTION 10.0 WHAT KNOWLEDGE WILL BE TRAINED?
10.1 Develop the list of knowledge to be trained
This is done exactly as you did in determining the skills to be trained in

the course, except
Note that several categories of knowledge are required to

adequately perform the skills
There is, of course, that knowledge which describes HOW to perform

the skill—this is “directly supporting” knowledge;
Other knowledge describes purpose, equipment interface, general,

physical and functional description, etc., associated with performing
the skill—this is “indirectly supporting” knowledge
To refresh your memory as to the terms

“Directly Supporting/Indirectly Supporting”
refer to the PPP Chapter.
You must be sure to select those PPP line items which describe ALL
the different knowledge that is necessary to adequately and safely
perform the skills you have decided to train
First, select all Directly supporting knowledge PPP line items, as

follows: “1-5. Operational Description” and “1-6. Maintenance
Description”
Next, select the “Indirectly Supporting” knowledge PPP line items,

beginning with “1-1. General” and ending with “1-7. Documentation
Description”:
4-10-1
STAGE ONE
In most cases you will select all indirectly supporting knowledge PPP
line items—the exception being when a PPP knowledge line item
does not apply
For instance, some hardware is totally stand-alone and has no

“interface” with any other hardware—thus, interface description
would not be taught in the course
10.2 Do the Non-Hardware PPPs
When all Hardware PPP Tables have been analyzed it is time to do the
Non-Hardware PPP Table(s)
Remember, Task/Function PPPs are done first and any Background

PPP Tables are done last
Just as you did with the Hardware PPPs, list by their 2-X numbers all
the skills that must be trained in the course
When all skills have been selected, list by their 1-X numbers all
knowledge that must be trained in the course, being sure to identify
all directly supporting knowledge first
4-10-2
STAGE ONE
Placing a Training Level Assignment Applicability Indicator beside

each PPP line item selected for training, in the appropriate TOS
Column(s):
Directs where training will be conducted
Indicates nature of work to be performed with respect to the PPP

line item, i. e.:normal abnormal (operations)
preventive basic corrective undocumented corrective
(maintenance) procedures basic advanced
performance of (job/function) skills
Determines the skills that the trainee must learn by attending the
course
Completed/approved TLAs are directive in nature

and prescribe the content of the course
10.3 What Training Level Assignment Applicability Indicators Do
“Xs” may be used instead of Training Level Assignment Applicability

Indicators
You may want to use Xs when the TLA(s) being developed are for an
individual course—vice a training pipeline of courses
X's may also be used as a placeholder until the correct Training

Level Assignment Applicability Indicators are known
10.4 It is time for an accuracy check
The Skill TOS Columns used in each TLA must agree with the Skill TOS
you selected earlier
4-10-3
STAGE ONE
TOS Columns for Operation (O1, O2) can only be used with “2-1.
Operation” PPP line items
Likewise, TLA TOS Columns P1, C1, C2, C3 apply only to the “2-2.
Maintenance” PPP line items
Reading all “2-2” line items closely will reveal additional subtleties
which will affect the TLA TOS Column chosen—some describe
preventive maintenance only, others corrective maintenance only
Also, recall that TOS Column T1 is used only with normal operation "1-
5" PPP line items; Column T2 can be used with abnormal operation "1-
5" and all "1-6" PPP line items; TOS Column T3 applies only to "1-6"
corrective maintenance PPP line items
10.5 Thoughts about TLA development
Always remember to prepare a separate TLA for each PPP Table used
in the course, or listed on the Training Path Chart (TPC), if appropriate
As a TLA developer you must be knowledgeable about the people and

the Hardware (or Non-Hardware) for which the TLA is being developed
In order to accurately select PPP line items for training you must
understand—
What do the individuals currently know?

What skills will be performed on the job?
What training comes afterward?
A knowledge of how one TOS relates to another is essential—do not

specify T2 if teaching O1 only, or T3 if O2, or P1, or C1, etc., skills are
indicated
4-10-4
STAGE ONE
10.6 Develop the Table Assignment Matrix (TAM)
See Volume II, TAB A-3, TABLE

ASSIGNMENT MATRIX (TAM), as you
read the following discussion.
The TAM is developed in conjunction with the TLA
The TAM lists, sequentially, all PPP Tables taught in the course (or
NEC) and the TOS applicable to each PPP
NOTE: TAM readability and comprehension may be enhanced by

listing sequentially all Hardware PPP Table Numbers first, followed
by those for Task/Function and Background (Non-Hardware) training
TOS are designated by an “X” in the appropriate block

Like the TLA, the TAM represents a training requirement when filled
out
4-10-5
STAGE ONE
SECTION 11.0 WHERE WILL EACH SKILL/

KNOWLEDGE BE TRAINED?
Training Level Assignment Applicability Indicators Show where training

occurs:
R Replacement Training course
A Advanced Training course
B Both Replacement and Advanced Training courses
0/ Training hardware does not exist at the appropriate facility and

operational constraints preclude on board training
1 Operational experience is the only means to accomplish the specified

training level
2 Training hardware does not exist to accomplish training at the

appropriate facility and onboard training is permitted
3 Training hardware exists to accomplish training at a facility; on board

training is permitted; and training is accomplished on board
4 Training is received by the individual outside of the cognizant Training

Program
5 Background training is received by the individual as a part of the Navy

training program
When required, other Training Level Assignment Applicability Indicators

may be devised if none of the above fit the training situation
4-11-1
STAGE ONE
SECTION 12.0 THE MEANING OF LETTERS AND NUMERALS

As discussed in the preceding section, these codes are essential to TLA
development
When entered onto a TLA, Training Level Assignment Applicability

Indicators prescribe where each PPP line item will be trained
Letters and numbers show who has accepted responsibility for training
the PPP Line Item
A Letter TLA Applicability Indicator, i. e., R, A or B, besides the PPP

Line Item indicates the TRACOM will train to that line item(s)
A Numeral TLA Applicability Indicator, i. e., 0/, 1, 2, 3, 4 or 5 shows

that an organization other than the TRACOM, probably an
operational unit, will train that PPP Line Item
Or, that due to operational constraints, i. e., TLA Applicability

Indicator 0/, the training requirement is not trained
The Numeral TLA Applicability Indicator 5 is ambivalent in that the

sailor may receive training for the PPP Line Item by either a
TRACOM activity or operational unit
4-12-1
STAGE ONE
SECTION 13.0 WHAT WILL BE TRAINED, AND WHERE?
Develop TLAs/TAM
You now have all information needed to develop the TLAs for your
training program
TLA development is one of the most critical aspects of course

development—its importance cannot be over-emphasized
This is where you first decide what skills and knowledge the
graduates of your course will have when they compete the course
Use the completed TLAs to develop the TAM
When you have completed this phase of development you will have a
set of filled-in TLAs equal to the number of PPPs you have
chosen/developed to support your course—
You will also have one filled-in TAM
Some developers may prefer to

first prepare the TAM, and then the
TLA. Either approach works
equally well—it depends on the
individual's preference.
4-13-1
STAGE ONE
SECTION 14.0 WHAT COURSES COME BEFORE, OR AFTER?
14.1 Most courses are part of a “Training Path”
There are basic, prerequisite courses that must be taken before

enrolling in the present course
Many courses provide the person with the technical knowledge and
skills necessary to prepare for their first shipboard duty
There are other courses that provide advanced, follow-on training

once the present course has been completed
Still other courses provide shipboard training

A training path may be very brief consisting of only a few courses
A training path may be a lengthy one comprising all courses a person

may take during a Naval career while in a particular rating
14.2 What is a Training Path Chart (TPC)?
See Volume II, TAB A-3, Training Path Chart

(TPC), as you read the following discussion.
The TPC is used to show the training path
By looking at the TPC you can readily see where your course fits in
relation to all other courses in the pipeline
The TPC also shows the courses according to whether they provide
basic, entry level training, advanced training, etc.
4-14-1
STAGE ONE
14.3 The following definitions apply to developing TPCs
Background Training
“Prerequisite” training that provides basic technical knowledge and skills

required to prepare for further specialized training, or a first assignment
Replacement Training
Prepares new personnel for their first assignment

Formal school training to provide people with the minimum required
operational and maintenance qualifications on assigned equipment,
subsystems, and the system
Conversion Training
Training given to previously trained and experienced personnel to

enable them to operate and maintain a new/modified
system/subsystem/equipment. The training will be sufficient to allow the
person to assume new duties at a level which normally involves
replacement training
Advanced Training
Training which follows replacement/conversion training. Advanced

training normally completes the TOS coverage of particular
Hardware/Non-Hardware knowledge and skills requiring advanced
analysis (defined on 4-14) or undocumented fault isolation
Onboard Training
Training provided aboard ship, and which may include individual

operator/maintenance technical training, individual watch station
qualifications, watch team training, and training in general military
subjects
4-14-2
STAGE ONE
14.4 Creating a Training Path Chart (TPC)
See Volume II, TAB A-3, Training Path

Chart (TPC), for the following discussion.
A Training Path Chart (TPC) results from the combination of—
PPP Table Index

Table Assignment Matrix (TAM)—Discussed previously
Table Assignment Chart (TAC)—Optional
NOTE: A TAC, which is a graphical display of all related courses in
a pipeline, including course titles and associated PPP Tables, is
frequently prepared in response to a forthcoming Fleet examination
of the course(s)
The PPP Table Index lists the titles of the PPPs and beside each the
PPP Table Number assigned to that PPP Table Title
The PPP Table Index is usually placed on a separate page,

especially when the list is extensive
4-14-3
STAGE ONE
SECTION 15.0 DOCUMENT SUMMARY
15.1 When all TPS elements have been developed
The various documents are assembled in this order:
Training Objective Statements

Training Level Assignment(s)
Table Assignment Matrix
Training Path Chart
The pages numbered sequentially beginning with the first TOS page,
and the completed TPS is now ready for submission
See Volume II, TAB A-3, for an example of a

completed and assembled Training Path
System (TPS).
15.2 TPS development for single courses
For such courses the following TPS elements are required
Training Objective Statements

Training Level Assignments
PPP Table Index
4-15-1
STAGE ONE
Your course will begin to take shape as you decide how best to organize the
subject matter and the specific goals you want the trainees to achieve
Using everything you have developed so far, you will
Prepare the Course Learning Objectives

Devise an outline for the course, and display this as parts, sections
and topics, thus reflecting course structure and sequence
Develop the Topic Learning Objectives

And, finally, you will prepare a profile item-to-topic objective
assignment chart which enables each PPP line item to be tracked
throughout the curriculum
Develop Job Sheets
Even though developing Job Sheets is actually part of Trainee Guide

development, you should begin thinking about their development as
soon as possible, after the TOS and TLAs are done
Job Sheets are one of the most critical of all the curriculum elements
They are based on the critical skills the trainees will be expected to
do upon graduation
And, thus, determine what the person will be able to do at his follow-
on duty station
4-16-1
STAGE ONE
For all of these reasons, you should allow yourself ample time for
preparing Job Sheets
See Chapter 7, “Trainee Guide,” for a complete

discussion of Job Sheet development.
4-16-2
NAVEDTRA 131A
STAGE TWO
CHAPTER 5
TRAINING COURSE CONTROL DOCUMENT
5-1
NAVEDTRA 131A TRAINING COURSE CONTROL DOCUMENT
STAGE TWO
INTRODUCTION
Stage One was initiated in the previous chapter with the creation of a Training
Path System (TPS) where fundamental training decisions were made, such as
“who will be trained,” “what will the sailor be trained to do,” “where will the training
be provided,” etc. With completion of the Training Path System you are ready to
begin the next part of the Design Process: Training Course Control Document
(TCCD) development.
The TCCD aspect of Stage Two focuses on stating in specific terms what the
trainees must know and be able to do, and determining the form and structure of
the course. The Curriculum Outline of Instruction (COI) is the document used to
accomplish these goals.
Stage Two concludes by compiling documents of the COI with other documents,
such as course and trainee data, resources, and course scheduling information,
to create the Training Course Control Document (TCCD). The TCCD serves as
the primary management document for the training program.
Development of Course Learning Objectives (CLOs) is the first step of Stage

Two. Building from everything that has been done so far, the broad, job-related
skills and knowledge are determined. From there, you will proceed through a
series of steps, and related document development, which enable you to more
specifically define the organization of the course and its content.
Though most of the documents submitted for review and approval are laid out
vertically (“portrait” format), each may be formatted (with Curriculum Control
Authority (CCA) approval) so that it can be transposed directly to the Lesson Plan
(LP), with no additional work being required on it. In most cases, this means
laying out the document horizontally (“landscape” format).
5-3
STAGE TWO
CHAPTER'S SCOPE
To lay out content requirements and format conventions of documents

comprising the COI/TCCD
Within Navy technical training there is a need

to apply the rules of common sense when
COI/TCCD/LP/TG documents are formatted.
Regarding format, to show that COI/TCCD documents may be

formatted like one of the samples in Volume II, or like the
corresponding document from the Lesson Plan
To describe the elements of the COI/TCCD
To explain the step-by-step process for developing each element of

the COI/TCCD
To discuss the need for arranging and sequencing the COI/TCCD into
parts,” “sections,” and “topics” to best enhance learning
This is an aspect of COI development which should receive

maximum attention
5-5
STAGE TWO
SECTION 1.0 THE TCCD IS
The primary management tool of higher authority to approve course

scope and outline, and both overall and specific objectives of the
course, including resources and the personnel for which the course is
being designed to train
Your determination as to how all of the different components that

make up the course– the COI – should be organized and sequenced
so that learning is most effective and efficient
Function of TCCD and COI
Preparing the COI is a process that directly affects “teachability" of

the course. Most of this chapter will concentrate on developing the
COI
Preparing the TCCD is the assembling of documents that have been

developed to fulfill the approval requirement and giving them a cover
The last several pages of this chapter will discuss completing the final
TCCD
5-1-1
STAGE TWO
SECTION 2.0 COMPOSITION OF THE PRELIMINARY TCCD
Preliminary TCCD includes these documents
Profile Item-to-Topic Objective Assignment Chart (OAC)
Reflects the coverage of PPP items within a curriculum

Resource Requirements List (RRL)
Lists resources needed to conduct the course

Curriculum Outline of Instruction (COI)
Describes the overall course outline and objectives
5-2-1
STAGE TWO
SECTION 3.0 COI ELEMENTS ARE
Course Learning Objectives (CLOs)
CLOs describe the overall knowledge and/or skills to be attained

upon completion of a course
CLOs have a behavior, a condition and a standard – of which the

latter two may be implied
Topic Learning Objectives (TLOs)
TLOs support the CLOs, and describe the topic-specific skills and
knowledge to be attained by the trainee during the topic
TLOs consist of a behavior, a condition and a standard

The Curriculum Outline of Instruction (COI)
Presents the course plan, or outline, for achieving the CLOs and
TLOs by showing the subject matter that is to be taught and the
order of subject matter presentation
Its function is to help you prepare a plan for teaching the subject
matter of the course that reflects the principles of learning
3.1 Completed, this plan (COI) describes
The overall skills and knowledge to be acquired by the trainee upon

completion of training
The specific skills and knowledge to be acquired by the trainee during

each Topic
5-3-1
TRAINING COURSE CONTROL DOCUMENT NAVEDTRA 131A
STAGE TWO
The organization of the subject matter into specific units of instruction

(Parts, Sections, and Topics), and the sequence, or order, in which
this subject matter will be taught
The developer's intent with respect to the course, and each unit of
instruction as to content, sequence, purpose and desired outcome
3.2 The goal of this plan
Must be to prepare the trainees as completely as possible for the job

to which they will be assigned
5-3-2
STAGE TWO
SECTION 4.0 DOCUMENT COMPILATION
Preparation of COI elements leads to the development of related

documents. The COI is completed when you have prepared all COI
elements listed on pages 5-4 and 5-5
When finished with the COI, compile all your documents in the order
they are discussed in the following pages
Documents developed
These correspond to the COI Elements listed on the previous page
Take a few moments now to study the

Sample COI in Volume II, TAB A-4.
While reading the following pages, you

will want to refer back to the Sample COI.
NOTE: The COI will be assembled later with

other documents to form the Training Course
Control Document. See Chapter 5 of Volume III,
and TAB A-4 of Volume II of this Manual.
5-4-1
STAGE TWO
SECTION 5.0 REGARDING FORMAT
It is not necessary that all Navy curricula look exactly alike, right
down to the most minute detail
What is required is that a particular document must generally look like

others of its type
What is not necessary, and in fact is counter-productive, is worrying

that every document looks exactly like every other of its type, e.g.:
Certain words are always capitalized, underlined, placed in

parentheses, are all lowercase or uppercase, or end with the same
punctuation
Top/bottom and right/left margins are precisely the same fraction

of an inch, repetitious data within the document is always placed
identically to the nearest fraction of an inch, font style is always
identical, pages mirror other similar pages
5.1 The rule of common sense must apply
If the document is “instructor friendly” and looks to be the same as

others of its type, it should be acceptable
5.2 CCA will provide guidance
The CCA will determine the degree of format flexibility allowed
5-5-1
STAGE TWO
SECTION 6.0 DEVELOP CLOs
CLOs are “developed” by selecting the appropriate, already-prepared

Course Learning Objective Model Statements
These “Model Statements” correspond to the Training Objective

Statement Group, and Training Objective Statements (TOS), you
chose while developing your Training Path System (TPS)
Refer to the CLO Model Statements as you read the following

discussion:
Coordinate CLOs begins on page 5-14
Direct CLOs begins on page 5-17
Perform CLOs begins on page 5-20/
6.1 Prepare the CLOs for your course
Use the TPS documents to determine
Titles of all PPPs taught in the course

All TOS CODES which apply to each PPP Table
Select one of the TLAs used in the course (NOTE—arrange TLAs in
alphabetical order):
1st—using the TOS column, note all TOS CODES which apply to
the PPP
2nd—note the title of the PPP Table
5-6-1
STAGE TWO
MEMORY REFRESHER TOS

CODES/NUMERIC VALUES
F (1) – Familiarization
T (0-4) – Theory
S (B/G) – Skill (background)

J (T/F) – Skill (Task/Function)
O (1-2) – Operation
P (1-2) – Preventive Maintenance
C (1-2) – Corrective Maintenance
M (1) – Maintenance
3rd—this PPP Table title will be worked into the CLOs

6.2 Use the CLO Model Statements
Go to the COURSE LEARNING OBJECTIVE MODEL STATEMENTS

appropriate for your course:
EXAMPLE:
A TLA shows use of these TOS Codes:
O1 – O2 – P1 – C1 – C2
T0/ – T1 – T2 – T3 – T4
CLOs chosen are:
O1 – O2 – P1 – C1 – C2
5-6-2
STAGE TWO
Choose, as the CLOs for this PPP Table, those CLOs which
correspond to each TOS CODE(s) assigned to the PPP Table
In the space provided within each CLO, write the title of the PPP
Table
Repeat this process for each TLA/PPP Table
If two or more PPP Tables apply to a CLO they may be listed

subordinate to the CLO statement
6.3 The sample “Curriculum Outline of Instruction”
(Volume II, TAB A-4)
Shows the format of the Course Learning Objective page
Note that CLOs in the sample are organized in Lesson Plan format
and style so as to require no revision when they become an
integral part of the LP. All COI elements may be formatted like
this
Note use and placement of title and introductory phrase on the first
and subsequent CLO pages
Knowledge CLOs are always on the left— Skill CLOs are always
placed on the right
Arrange CLOs in ascending order (e.g., T1 T2 T3 O1 O2

P1)
5-6-3
STAGE TWO
When all CLOs are developed and sequenced, major

divisions of the course can be identified as to “Parts”
“Sections” “Topics.”
Quickly scanning the sequenced CLOs will reveal “natural

breaks:”
The PPP Tables become Parts

Skill CLOs become Skill Sections
Knowledge CLOs become Knowledge Sections
6.4 Thoughts about developing CLOs
The same CLO Model Statement can apply to more than one PPP
Table. When this occurs, additional PPP Tables are listed
alphabetically within the CLO or subordinate to it
You must use the CLO Model Statements to the maximum extent
possible
However, the CLOs you “write” must also describe accurately the
overall skills and knowledge the trainees will acquire upon course
completion
To achieve this goal, CLOs may be modified, or “tailored,” as

required to fit the course
For example, some words or phrases may not apply to your

course—these should be deleted
It may be necessary to add a word(s), or phrase(s), to have CLOs

that are an accurate reflection of the course and the job to be
performed
5-6-4
STAGE TWO
Course completion implies that the trainee can perform the

knowledge and skills specified by the Training Objective Statements
(TOS) and to the degree of expertness required by the TOS
6.5 Training constraints
CLOs AND THE JOB
CLOs closely resemble, and

duplicate where possible,
actual skills and knowledge
required for job performance.
This includes: JOB Behavior

JOB Conditions JOB Standard.
Therefore, CLOs describe those

skills and knowledge a graduate
must have to perform his job.
Schoolhouse constraints, NOT testing constraints, determine how

closely job-required skills are able to be duplicated in the
schoolhouse:
Laboratory configuration and capacity, technical training

equipment availability, technical training equipment configuration,
previous training received by the trainee, etc.
Such factors as these influence the similarity of training-provided

skills to job-required skills
The goal of training is the competent performance of job skills – in the

work place – to the job standard
5-6-5
STAGE TWO
This ends the CLO discussion
CLO Model Statements start on the next page
5-6-6
STAGE TWO
SECTION 7.0 COORDINATE CLO MODEL STATEMENTS
7.1 S (BACKGROUND) SKILL CLO
S (B/G) - Skill
Perform the prerequisite (Background) skills necessary to successfully complete
follow-on training in the COORDINATING the—(operation or maintenance of...
[System, Subsystem, Equipment]); (performance of... [task or function]); (receipt
of... [further background training])
7.2 J (TASK/FUNCTION) SKILL CLO
J (T/F) - Skill
Coordinate direction/performance of all—task... or function... skills
7.3 OPERATION/MAINTENANCE CLO
O1 - Skill
Coordinate all Operational and Maintenance Procedures on the...
7.4 T0/ (BACKGROUND) KNOWLEDGE CLO
T0/ (B/G) Knowledge

Demonstrate an understanding of the knowledge required to perform the
prerequisite (Background) skills necessary to successfully complete follow-on
training in COORDINATING the (operation or maintenance of... [System,
Subsystem, Equipment]); (performance of... [task or function]); (receipt of...
[further background training])
7.5 T4 TASK/FUNCTION KNOWLEDGE CLO
T4 (T/F) Knowledge
Demonstrate an understanding of the knowledge required to COORDINATE
direction/performance of all task... or function... skills.
5-7-1
STAGE TWO
7.7 FAMILIARIZATION CLO
F1 - Knowledge
State the capabilities and limitations of the (Subsystem/Equipment) necessary to
understand the related (System/Subsystem) and describe associated
documentation
7.8 OPERATION/MAINTENANCE KNOWLEDGE CLO
T1 - Knowledge
Describe the theory and associated documentation necessary to understand all
operational tasks and all maintenance procedures, without going into functional
circuit details or program flow diagrams of the...
5-7-2
STAGE TWO
SECTION 8.0 DIRECT CLO MODEL STATEMENTS
8.1 S (BACKGROUND) SKILL CLO
S (B/G) SKILL
follow-on training in DIRECTING the (operation or maintenance of... [System,
Subsystem, Equipment]); (performance of... [task or function]); (receipt
of...[further background training])
J (T/F) SKILL
Direct performance of all task...or function...skills
T0/ (B/G) Knowledge

training in DIRECTING the (operation or maintenance of... [System, Subsystem,
Equipment]); (performance of... [task or function]); (receipt of... [further
background training])
8.4 T4 (TASK/FUNCTION) KNOWLEDGE CLO
T4 (T/F) Knowledge
Demonstrate an understanding of the knowledge required to DIRECT
performance of all task... or function... skills
F1 - Knowledge
State the purpose, function, and location, and describe the documentation
required to understand subsystem capabilities and limitations of the ....
5-8-1
STAGE TWO
8.6 OPERATION/MAINTENANCE SKILL CLOs
O1 - Skill
Direct normal operational procedures on the ....
O2 - Skill
Direct all operational procedures on the ....
M1 - Skill
Direct all maintenance on the ....
8.7 OPERATION/MAINTENANCE KNOWLEDGE CLOs
T1 - Knowledge
Describe the theory and associated documentation necessary to understand
normal operational tasks without going into logic, circuits, program flow diagrams,
or mechanical component breakdown of
the ....
T2 - Knowledge
Describe the theory and associated documentation necessary to understand all
operational tasks and all maintenance procedures without going into detailed
logic, circuits, individual flow diagrams, or detailed mechanical component
breakdown of the ...
5-8-2
STAGE TWO
SECTION 9.0 PERFORM CLO MODEL STATEMENTS
9.1 S (BACKGROUND) SKILL CLOs
S(B/G) - Skill
follow-on training in PERFORMING the—(operation or maintenance of...System,
Subsystem, Equipment); (performance of... task or function); (receipt of..further
background training)
J(T/F) - Skill
Perform all task... or function... skills
T0/ (B/G) Knowledge

training in PERFORMING the (operation or maintenance of... [System,
Subsystem, Equipment]); (performance of... [task or function]); receipt of... [further
background training.])
9.4 T4 (TASK/FUNCTION) KNOWLEDGE CLO
T4 (T/F) Knowledge
Demonstrate an understanding of the knowledge required to PERFORM all task...
or function... skills
F1 - Knowledge
State the purpose, function and location, and describe the documentation of the
....
5-9-1
STAGE TWO
9.6 OPERATION/MAINTENANCE SKILL CLOs
O1 - Skill
Perform normal operational procedures with supervision on the ....
O2 - Skill
Perform all operational procedures with supervision on the ....
P1 - Skill
Perform preventive maintenance procedures with supervision on the ....
C1 - Skill
Perform documented fault isolation and repair procedures to the authorized
maintenance level, with supervision, on the ....
C2 - Skill
Perform all authorized fault isolation and repair procedures with supervision on
the ....
9.7 OPERATION/MAINTENANCE KNOWLEDGE CLOs
T1 - Knowledge
Describe the theory and associated documentation necessary to support and
understand the performance of normal operational tasks without going into logic,
circuits, program flow diagrams, or mechanical component breakdown of the ....
T2 - Knowledge
Describe the theory and associated documentation necessary to support and
understand the performance of casualty/degraded/abnormal operational tasks
and operational tasks requiring advanced analysis, all routine preventive
maintenance, and documented fault isolation and repair without going into
detailed logic, circuit analysis, individual program flow diagrams, or detailed
mechanical component breakdown of the ....
5-9-2
STAGE TWO
T3 - Knowledge
Describe the theory and associated documentation necessary to support all
corrective maintenance without going into signal or electron flow, computer
instructions, or detailed mechanical component breakdown except for those
mechanical or logic elements or circuits unique to the equipment or program of
the ....
5-9-3
STAGE TWO
SECTION 10.0 DEVELOP OTHER COI ELEMENTS
The COI presents the course plan, or outline, for achieving the CLOs
and TLOs by showing
The subject matter that is to be taught

And the order of subject matter presentation
10.1 To develop the COI you must first determine
Part Title(s)
Section Title(s)
Topic Titles
Topic Learning Objectives (TLOs)
10.2 Next, you must determine
Organization and sequence of these several components
You are looking for that arrangement of Parts Sections Topics

TLOs that promotes
The most complete knowledge of the material

And learning within the shortest possible time
10.3 Prepare the COI for your course
See Volume II, TAB A-4, for a Sample

Curriculum Outline of Instruction, in the TCCD
as your read the following discussion.
5-10-1
STAGE TWO
10.4 Prepare the Parts for your course
The Part is the primary organizational element of the Curriculum

Outline of Instruction/Lesson Plan (COI/LP) and each is divided into
one or more Parts
Each Part may cover

A PPP Table
A part of a PPP Table
A combination of PPP Tables
The Part is the largest element of the COI/LP because the PPP is the
largest unit of analysis done to identify skills and knowledge to be
taught in the training program
Title and number of the Part correspond with the related PPP Table
title and number
Each Part normally covers all PPP line items from the related PPP
which are to be taught
Sometimes, “teachability” may require that one PPP be taught in two

or more Parts
As when “familiarization” of the hardware or task/function is taught

early in the course
And an in-depth coverage of this hardware or task/function is

provided later in the course
Several PPPs may also be covered in one Part— such as when the
subject of one or more of the PPPs clearly supports the subject of the
primary PPP
The purpose of combining PPPs is usually to eliminate the

repetition of PPP line items common to a group of PPP Tables
5-10-2
STAGE TWO
10.5 Determining Part Numbers
The Part Number is derived from the PPP Table Number (for
example; PPP Table Number is S0/136):
When the PPP is covered without interruption—

S0/136
When coverage of the PPP is divided into two, or more, parts

(called “split parts”)—
S0/136/1 — 1st usage

S0/136/2 — 2nd usage
When more than one PPP is covered in the part—

S0/136
This part contains information from PPP Tables A0

0/0/74, B0/0/76,
S0/136, S0/137 and S0/138
NOTE: Number displayed, e.g., S0/136 is that of primary PPP
As you will see, parts are comprised of Sections
Also, multiple Parts within a Lesson Plan are separated from one
another by Tab Dividers
The part number is placed on the “tab” of the Tab Divider, as

follows—“Part S0/136”
10.6 Prepare the Sections for your course
Parts are split into Sections:
5-10-3
STAGE TWO
The Section allows a similar group of skills, for example,“normal

operations,” “preventive maintenance,” and their related
knowledge to be taught together
The Training Objective Statements that are assigned to a PPP

Table (Part) determine its Section titles
The sources of Section titles for Hardware PPPs are the Section Title
Model Statements for Hardware PPPs
See following page

Sections may also be combined in whatever way best fits the training
situation and desired outcomes
See following page, for some possible combinations of Hardware

PPP Section titles
Combined Sections will reflect by their titles all TOS covered

within that section
The source of Section titles for Non Hardware PPPs are the proper
names of the skill or knowledge areas, etc., covered in that Section, for
example,
Basic Mathematics – Special Mathematics – Electrical Safety –

Direct Current Fundamentals – Oscillators
The Section titles for a part are placed on the Tab Divider for that
part—see Volume II, TAB A-4. The number before each title shows
numerical sequence.
5-10-4
STAGE TWO
SECTION TITLE MODEL STATEMENTS

FOR HARDWARE PPPs
F1 – FAMILIARIZATION WITH
T1 – INTRODUCTION TO
O1 – BASIC OPERATION OF THE
T2 – THEORY OF THE
O2 – OPERATION OF THE
P1 – PREVENTIVE MAINTENANCE OF THE
C1 – BASIC CORRECTIVE MAINTENANCE OF THE
T3 – ADVANCED THEORY OF THE
C2 – CORRECTIVE MAINTENANCE OF THE
COMBINED SECTION TITLE EXAMPLES

FOR HARDWARE PPPs
T1/O1 – INTRODUCTION TO AND BASIC OPERATION OF THE
T2/O2 – THEORY AND OPERATION OF THE
T2/O2/ – THEORY, OPERATION, AND PREVENTIVE AND
P1/C1 BASIC CORRECTIVE MAINTENANCE OF THE
10.7 Prepare the Topics for your course
Sections are split into Topics, which are the basic organizational units
of instruction
5-10-5
STAGE TWO
Related Topic Learning Objectives (TLOs) are listed following

each Topic title
And a statement of rationale (optional) describing intended lesson

content and goals may be included if necessary
See Volume II, TAB 4A for examples

Like Sections, Topic titles are also predetermined according to the
TOS that are assigned to the Part
The sources of Topic titles for Hardware PPPs are the Skill (or
Knowledge) Topic Titles for Hardware PPPs
The sources of Topic titles for Non-Hardware PPPs are the Skill (or
Knowledge) Topic Titles for Non-Hardware PPPs
See following pages

The Topic, Documentation Description, though listed last (1-7) is
usually taught very early in the course. It may stand either by itself,
combined with another Topic(s), or placed throughout the course, as
necessary
10.8 Combining Topics
Topics may also be combined as best fits the training situation and
desired outcomes—except that sequence of Topics must not be
broken, that is:
“General and Functional Description,” or “Functional and

Operational Description,” etc.
Are not allowed (unless this particular TLA and/or PPP had no
Physical or Interface Description)
5-10-6
STAGE TWO
Normally, no more than three Topic titles should be combined — this

is to ensure clarity (an exception is shown on page 5-28)
When all Topics for a Section have been identified they are listed on
the corresponding Section page to form a “Section table of contents,”
as per the examples in Volume II, TAB A-4
Note that this table of contents lists the number, title, and starting
page number of each Topic in the Section
SKILL TOPIC TITLES

FOR HARDWARE PPPs
O1 – Basic Operation of
O2 – Operation of
P1 – Preventive Maintenance of
C1 – Basic Corrective Maintenance of
C2 – Corrective Maintenance of
KNOWLEDGE TOPIC TITLES

FOR HARDWARE PPPs F1, T1, T2, T3
Topic 1 – General Description of

Topic 2 – Physical Description of
Topic 3 – Functional Description of
Topic 4 – Interface Description of
Topic 5 – Operational Description of
Topic 6 – Maintenance Description of
Topic X – Documentation Description of
5-10-7
STAGE TWO
SKILL TOPIC TITLES

FOR NON-HARDWARE PPPs
S (B/G) – Prerequisite Performance of

J (T/F) – Performance of
KNOWLEDGE TOPIC TITLES

FOR NON-HARDWARE PPPs
T0/ – Understanding of
T4 – Application of
10.9 Prepare the TLOs for your course
( See Volume II, TAB A-4 )
TLOs—TOPIC LEARNING OBJECTIVES—reflect the coverage

provided in the Topic by using those PPP line items identified by the
TLA:
Applicable PPP subitems are either listed under the TLO as they
were with the related PPP line item or they may be incorporated in
the TLO
TLOs contain these elements:
Behavior
Condition
Standard (may be implied)
The behavior consists of
A subject
A performance-oriented verb (“action verb”)
5-10-8
STAGE TWO
And an object
The Behavior identifies what the trainees

should be able to do upon completion of the
Topic.

The PPP line item forms the behavior, though the verb may be
modified to improve clarity (if done, however, thought should also be
given to likewise modifying the PPP's behavior)
10.10 Conditions and Standards
The condition describes those “aiding” or “limiting” conditions which

influence how the behavior is performed:
The condition is usually traceable back to the appropriate

TOS—these phrases have been “lifted” from the TOS, and are
listed on pages 5-37 and 5-38 for incorporation into the TLO as the
condition
Conditions other than these TOS-related phrases may be used as

necessary, and, conditions may be implied
The condition is critical because this

phrase tells the instructor to what depth to
cover the related discussion point.
The standard specifies those criteria which the demonstration of

performance or knowledge must meet:
If implied, the standard is assumed to be “without error,” “10/0/

percent accuracy,” etc.
5-10-9
STAGE TWO
The standard is critical because it

is an indicator of how well the Trainee
should be able to perform the job.
Both condition and standard are discussed in greater detail on the

following pages
Chapter 4 of NAVEDTRA 130A, “Task-Based

Curriculum Procedures,” provides an
in-depth discussion of these TLO elements.
10.11 Aiding and Limiting Conditions
The TLO condition element describes the circumstances under which

the behavior will be performed. Circumstances must be selected that
clarify how the behavior will be demonstrated
Most often, the TOS-determined condition will suffice

Limiting Conditions. These place limits or restrictions on desired
performance (behavior). Examples include:
Fieldstrip the M16A2 Rifle while blindfolded

Classify received signals according to frequency, modulation, and
type of function of the emitter
Aiding Conditions. These describe the help or assistance permitted

or afforded the trainee in performing the desired behavior. Examples
are:
Trace signal flow through the receiver, using the schematic

diagram provided
5-10-10
STAGE TWO
Align the IF strip of the radio receiver. Use of the technical manual
is permitted.
Multiply two three-digit numbers, using a calculator

TLOs may require multiple limiting or aiding conditions, or a
combination of both to obtain the desired behavior
Normal classroom conditions, for example, “given paper, pencil, and

appropriate instruction,” are not written into the TLO because it is
assumed these are always provided
10.12 Quantity or Quality as Standard
The TLO standard element describes the quantity and/or quality of the
trainee output:
Completeness. The precise nature of the output. Number of steps,

points, pieces, etc., that must be covered or produced
Accuracy. How close to correct performance must be. Exact

numbers reflecting tolerances, values or dimensions that
acceptable answers/performance assume
Time. Exact time to demonstrate the behavior, when time is a

critical factor in behavior performance
10.13 The LO elements combined
The following examples, and discussion, will show which is the

behavior, the condition, and standard
In the example below the standard is implied to be “10/0/ percent

accuracy,” i. e., “without error”
5-10-11
STAGE TWO
Describe the physical interface of the AN/XYZ to the detail required to support
basic corrective maintenance
In the following example, the entire TLO is the behavior. The

condition is implied, i. e., “authorized techniques” implies “advanced
corrective maintenance.” The condition also implies that the
description will be “in your own words.” The standard is also implied
to be “10/0/ percent accuracy” or “without error”
Describe authorized techniques used to isolate faults which cannot be

located using procedures contained in prescribed maintenance documents
NOTE: Do not imply the condition unless it is possible to infer the

level of training required
The next example contains all three TLO elements
Perform calibration procedures for preventive maintenance on the ABC meter,

using OP YYYY. The meter must be accurate to 1 millivolt after calibration.
TLOs are prefaced by the following introductory statement:

“Upon successful completion of this topic, the trainee will be
able to:” when shifted to the LP Topic Pages
5-10-12
STAGE TWO
SECTION 11.0 HARDWARE TOS-DETERMINED CONDITION

STATEMENTS
TOS INDICATOR
F1 ...to support general duties for...
OR
...general watchstanding duties...
T1 ...to support normal operation of...
T2 ...to support casualty/degraded/abnormal modes of operation of...
OR
...to support operation requiring advanced analysis of...
OR
...to support preventive maintenance of...
OR
...to support documented corrective maintenance of...
T3 ...to support undocumented corrective maintenance requiring advanced

analysis for...
O1 ...in accordance with normal operation procedures for...
O2 ...in accordance with casualty/degraded/abnormal operation procedures for

the...
5-11-1
STAGE TWO
P1 ...in accordance with preventive maintenance procedures for...
C1 ...in accordance with documented corrective maintenance procedures for...
C2 ...in accordance with undocumented corrective maintenance methods

requiring advanced analysis for...
5-11-2
STAGE TWO
SECTION 12.0 NON-HARDWARE TOS-DETERMINED

CONDITION STATEMENTS
S (B/G) ...in accordance with (prescribed documentation for...), (name of

documentation...), (or other appropriate condition or modifier...)
J (T/F) ...in accordance with (prescribed documentation for...), (name of

documentation...), (or other appropriate condition or modifier...)
T0/ (B/G) ...in accordance with (prescribed documentation for...), (name of

documentation...), (to support the PREREQUISITE [Background] Skills of...), (or
other appropriate condition or modifier...)
T4 (T/F) ...in accordance with (prescribe documentation for...), (name of

documentation...), (to support those skills required for the performance of [task or
function]...), (or other appropriate condition or modifier...)
12.1 PPPs may require several TLOs
PPP items may sometimes require several TLOs to adequately

reflect the necessary training—as illustrated by the following example
for the PPP line item “Perform preventive maintenance on the CUCV
(Type A)”:
TLO 1. Perform preventive maintenance on the CUCV (TYPE A) in

accordance with preventive maintenance procedures in the applicable
documentation
TLO 2. Perform engine tune-up on the CUCV (TYPE A) in

documentation
TLO 3. Perform engine oil change on the CUCV (TYPE A) in

documentation
5-12-1
STAGE TWO
TLO 4. Perform chassis lube job on the CUCV (TYPE A) in

documentation
Only TLO 1 has a direct relationship with a specific PPP

line item. TLOs 2 through 4 do not, but they do amplify
TLO 1, and provide more definite guidance as to skills the
trainees must acquire.
12.2 TLO's consisting of multiple PPPs
Sometimes two to three PPP line items may be combined to construct

one TLO — as illustrated by the following example for the two PPP
line items “Use special tools and test equipment required for
maintenance of the CUCV (Type A)” and “Perform preventive
maintenance on the CUCV (Type A)” TLO 1. Use special tools and
test equipment to perform preventive maintenance on the CUCV
(Type A) in accordance with preventive maintenance procedures in
the applicable documentation
12.3 Finish the sequencing of your course
You have developed all CLOs, TLOs, Parts, Sections and Topics for
your course. These COI elements must now be arranged into a
logical teaching sequence
You should sequence in this order:

Parts Sections Topics TLOs
12.4 To sequence you can go by
Job Performance Order. The order in which the skills of the job are
performed. The sequence is the same as the job sequence. For
example, a gunner will learn to load, aim, and then fire the weapon
5-12-2
STAGE TWO
Chronological Order. Sequence flows from: Part Part, Section

Section and Topic Topic according to the order in which the events
covered occur in time. For example, recruits may be taught, in order:
World War I World War II Korean War Viet Nam Desert
Storm
Critical Sequence. Ordered in terms of their relative importance.

For example, a first aid course may address: potentially fatal injuries
permanently disabling injuries minor injuries
Simple to Complex. Sequence in terms of increasing difficulty. For
example, marine navigation based on buoys and landmarks may be
taught before navigation based on the location of stars or the angle of
the sun
Comparative Sequence. Teach what is already familiar before

teaching the unfamiliar. Sailors should study familiar U.S. ships
before less familiar foreign ships
Relationship of like COI elements: Parts: Parts Sections:

Sections Topics: Topics TLOs: TLOs. These relationships may
be as follows:
Dependent Relationship. To master one Part (or Section or

Topic or TLO), you must first master another Part (or Section or
Topic or TLO). Those that must be mastered first are taught first
Supportive Relationship. The learning of one COI element

transfers over to another COI element and makes mastery of the
second element easier. Such COI elements should be sequenced
and taught as close together as possible. Schoolhouse situations
may also cause support relationships. Examples include
availability of equipment, similar conditions (“at night”, “on a
muddy terrain”, “while flying”), safety and/or cost
5-12-3
STAGE TWO
Independent Relationship. The relationship of like COI elements

is such that sequencing is not a major factor in learning. You can
sequence and teach these as appropriate
Principle of reverse sequencing. You may want to reverse one or

more of these sequencing techniques. For example, Topics may be
arranged in reverse chronological order or from least critical to most
critical
Combination approach. Use a mixture of the methods described to

sequence elements of the COI in a logical teaching order. Consider
this a tentative sequence for the course. The final sequence will be
made after the pilot (course tryout)
12.5 Prepare the OAC for your course
The OAC (Profile Item-To-Topic Objective Assignment Chart) is:
An administrative tool designed to reflect the coverage of PPP

items within a curriculum
And is structured to correlate PPP item coverage to specific TLOs

within a curriculum
Prepare the OAC in accordance with the guidelines below. An

example is shown in Volume II, TAB A-4
TABLE column—identifies each PPP table once per page,

followed by “(Cont)” as appropriate. List tables in ascending order
ITEM column—lists PPP items sequentially, starting with the 1-1

series and ending with the 2-2 series for each PPP table listed in
the “TABLE” column. Whenever ALL subitems of a PPP item are
not applicable to the same TLOs, the subitems covered must be
listed separately. In some cases, a PPP item or subitem may be
listed more than once due to coverage in different Parts/Sections/
Topics and/or coverage at different training levels
5-12-4
STAGE TWO
TOS column—arranged so the sequence of TOS listing per profile

item or subitem is T0/, F1, T1, T2, T3 for knowledge categories,
and O1, O2, P1, C1, C2 for skill categories, as appropriate
12.6 Finish the OAC
VOL column—lists the volume where the TLO is located if the LP

is a multivolume set; otherwise, no entry is made. Enter volume
number in the “VOL” column at the beginning of the page and
when the volume number changes
PART column—lists the part in which the TLO is found if the part
number is different than the table number. Otherwise, no entry is
made
SECT and TOPIC columns—specify the Section and Topic in

which the PPP item or subitem is covered
LRNG OBJ column—specifies the TLO which relates to the PPP

item or subitem
TEST ITEM column—optional, and relates test item number to

Topic Learning Objective
Resource Requirements List (includes these elements):
Texts. List all text materials (e.g., Lesson Plan and Trainee
Guide) to be used in the course
References. List in alphanumeric order, all reference documents

used in the course
Equipment. Includes all equipment, special tools and test

equipment, including:
1. Technical training equipment by Mk, Mod, and official name
5-12-5
STAGE TWO
2. Specialized test equipment and instructional tools such as

mock-ups and models
3. Computer terminals supporting computer-based instruction

and Interactive Courseware (ICW)
4. Common hand tools and general purpose test

equipment—those given a group listing in technical manual
are listed by group name rather than individually
5. Prefaulted modules
Films. Also includes videotapes and videodiscs

Graphics. List transparencies, wall charts, slides, photographs,
etc., and Interactive Courseware (ICW)
Support materials. All instruction sheets NOT contained within a

Trainee Guide, list instruction sheet number, title, and quantities
required per class
Other: List, as required

Profile Item-to-Topic Objective Assignment Chart (Final)
See Volume II, TAB A-4, for a

Sample Resource Requirements
List, in the TCCD as your read
the following discussion.
5-12-6
STAGE TWO
SECTION 13.0 PREPARE THE FINAL TCCD
You will recall that
The TCCD (Training Course Control Document) is the primary course

developmental and management document
The approved TCCD serves as authority for further development and

provides information needed by the curriculum developers to create
the training materials
13.1 Description and application of the TCCD
The TCCD is a collection of products which expresses in summary

form, the content, structure, and essential management information
for a course
Most of the information has already been developed in the form of the
Curriculum Outline of Instruction
13.2 Final TCCD elements are
Front Matter
Includes: Cover Page – Letter of Promulgation – Table of

Contents – Foreword – Course Data Page –Trainee Data Page –
Other, as required
Curriculum Outline of Instruction
Includes: CLOs – Part Title(s) – Section Title(s) – Topic Titles –

TLOs –
Annexes
Includes: Resource Requirements List – Course Master Schedule

– Fault Applicability List – Profile Item-to-Topic Objective
Assignment Chart
5-13-1
STAGE TWO
A sample TCCD is shown in Volume II TAB A-4.
13.3 Develop Front Matter
Cover Page
Contains the same information as the Training Project Plan Cover

Page
Letter of Promulgation
Issued after successful course pilot, at the initial CCA review and
approval. It consists of a “reserved” page.
Table of Contents
Self explanatory
Foreword
Not required, but serves as a place to explain to reviewers any

unique aspects of the course which may not be apparent from the
basic data
Course Data Page
Data should be identical to that listed on the Training Project

Plan's Course Data Page
Trainee Data Page (Includes the following elements):
5-13-2
STAGE TWO
Personnel Physical Requirements. For a rating (YN, RP, AT, etc.)

these physical requirements are found in “Manual of Navy Enlisted
Manpower and Personnel Classification and Occupational
Standards, NAVPERS 180/68.”
1. Additional physical requirements may be imposed by specialty

groups (aircrew, SEALS, diver, etc.) which involve many ratings.
See “Navy Military Personnel Command (NMPC) Manual, Article
1830/180/.”
2. Specific physical requirements for each specialty group are

found in “Manual for the Medical Department, NAVMED P-117”
Security clearance. This is the security clearance necessary for

the course and/or the teaching site
Prerequisites. Copy this information from the Course Data Page

of the Training Project Plan. An entry of “In accordance with
CANTRAC” may also be used
Obligated service. Obtain this information from the

NAVMILPERSCOM manuals. An entry of “In accordance with the
Enlisted Transfer Manual” may also be used
NOBC/NEC earned. Copy this information from the same entry on

the Course Data Page
13.4 Incorporate the Curriculum Outline of Instruction
The COI is placed exactly as compiled earlier into the TCCD, where
indicated by the sample TCCD shown in Volume II of this Manual
NOTE: Include all new or modified PPP Tables, PPP Table Index
listing existing PPPs used, and the Training Path System, for the
course to facilitate review and approval of the TCCD
5-13-3
STAGE TWO
Lists faults by identification number

Lists supporting documentation/directions
5-13-4
STAGE TWO

Complete the Annexes
Completing the Annexes involves finishing documents you began

developing in earlier stages, beginning with:
Resource Requirements List (Final)
Profile Item-to-Topic Objective Assignment Chart (Final)
Course Master Schedule (CMS)
Develop in accordance with CNETINST 1540/.13

Group Lesson Topics for continuity. For example, start and end
laboratory sessions on the same day; attempt to schedule closely
related Lesson Topics so that one Topic in the series is not left to
the next day or over a weekend
Note differences between curriculum periods—the time required,

without any constraints, to teach lesson topic classroom and labs
and course periods—those periods required to teach lesson topic
classroom and labs after factoring in constraints, such as course
bottlenecks or additional course sections—and Total Course
Length, the sum of course hours (including constraints), testing
periods and administrative periods—when building the CMS
Schedule tests at about 40/-50/ instructional hour intervals

throughout the course, where they should naturally occur
Fault Applicability List (FAL)
Lists all planned equipment faults

Identifies the equipment/system to be faulted
5-14-1
STAGE TWO
Using all elements of the TCCD you've just finished, especially the
COI, you will develop the curriculum to include: Lesson Plan –
Trainee Guide – Instructional Media Materials
Where the Lesson Plan is concerned, you will find all the hard work
behind you, because the COI is most of the Lesson Plan
You will also discover that outlining the TLOs for each Topic
creates that topic's discussion points
The remaining tasks are to list the reference for each DP to guide
instructor personalization and determine supporting material for each
Contents of the TG is determined by studying the LP contents,

technical documentation applicable to the course, and, of course, the
Job Sheets, and deciding what amplifying information the trainee
needs
IMM is best developed by examining the critical skills, or Job Sheets,

that must be learned, and the DPs of the LP, and deciding the most
appropriate media to illustrate the DP or critical skill
5-14-2
NAVEDTRA 131A
STAGE THREE
CHAPTER 6
LESSON PLAN
6-1
NAVEDTRA 131A LESSON PLAN
STAGE THREE
INTRODUCTION
The curriculum provides a plan for learning. The care and energy devoted to
training materials development will have a direct bearing upon the ability of the
course graduates to perform the job for which they have been trained.
In the preceding chapter, Parts, Sections, Lesson Topics, and Learning

Objectives were developed and organized into a logical and effective instructional
sequence, as summarized in the Training Course Control Document (TCCD).
During the continuation of the Develop Phase, the curriculum is developed to
support the objectives.
This chapter will discuss Lesson Plans (LPs) for instructors. Following chapters
will discuss the remaining training materials designed to supplement the
instructor's presentation or to assist the trainee.
The Foreword and How to Read NAVEDTRA 131A contain guidelines

for reading this manual–you should read them now if you have not
already done so. Development of the Lesson Plan, Trainee Guide and
Tests, to a large extent, occurs simultaneously. That is, as you are
creating an LP, TG or Test you are shifting back and forth to the other
two as good ideas come to mind. Hence, it is important to read all
three chapters before attempting to develop either an LP, TG or
6-3
STAGE THREE
CHAPTER'S SCOPE
Specify the minimum content and format requirements for a Lesson

Plan
Discuss the three instructional strategies most commonly used in

Navy courses
Provide step-by-step procedures for developing the Lesson Plan and

associated Lesson Topics
6-5
STAGE THREE
SECTION 1.0 THE LESSON PLAN
Provides specific definition and direction to the Instructor on training

objectives, equipment and support material requirements, and course
conduct
Programs the use of all other training materials
Contains Learning Objectives (LOs) that reflect the skills and

knowledge to be attained upon successful completion of the course
Provides an outline of instructional materials to be taught in a logical

and efficient manner
Provides specific equipment and support material requirements, and

guidance for conducting the course
6-1-1
STAGE THREE
SECTION 2.0 LESSON PLAN ELEMENTS ARE
Front Matter
Provides essential information both for managing and conducting

the course
Parts
The primary organizational element of the Lesson Plan, based on

the Personnel Performance Profile (PPP) Tables to be taught in
the course
Resource Requirements List (Optional)
A list of everything required to conduct the course
Figure 6-1 on the following page shows those elements which usually
comprise the Lesson Plan
6-2-1
LESSON PLAN NAVEDTRA 131A
STAGE THREE
FIGURE 6-1: LESSON PLAN ORGANIZATION
6-2-2
STAGE THREE

others of its type

that every document looks exactly like every other of its type, for
example:
Certain words are always capitalized, underlined, placed in

parentheses, all lower or uppercase, or end with the same
punctuation
Top/bottom and right/left margins are set at precisely the same

fraction of an inch, repetitious data within the document is always
placed identically, to the nearest fraction of an inch, font style that
is always identical, pages that mirror other, similar pages
The rule of “common sense” must apply
If the document is “instructor friendly” and looks basically to be the

same as others of its type, it should be acceptable
The Curriculum Control Authority (CCA) will determine the degree of

format flexibility allowed
In most cases detailed format specifications have been omitted from this
Chapter. Format conventions may be obtained by going to the appropriate
sample course in Volume II.
6-3-1
STAGE THREE
SECTION 4.0 DEVELOP FRONT MATTER
Front matter elements are
Cover (Optional for all)
Title Page
List of Effective Pages
Letter of Promulgation (Optional for non-submariners)
Change Record
Table of Contents
Security Awareness Notice
Safety/Hazard Awareness Notice
How to Use the Lesson Plan (Optional for non-submariners)
Allocation of Instructional Time (Optional for non-submariners)
Course Master Schedule (Optional for submariners)
Course Learning Objectives
USE OF SAMPLE LESSON PLAN
Located in Volume II at Tab A-5, the sample LP provides for the “eyeball”
approach to LP formatting, where you place data on the page so that it
appears to be located in the same place as in the sample LP.
6-4-1
STAGE THREE
4.1 Cover (optional)
Is printed on heavy paper stock or equivalent material
Is optional at the direction of the Curriculum Control Authority (CCA)

or Course Curriculum Model Manager (CCMM)
An identification seal, which is optional, may also be added
4.2 Title Page
This provides for easy identification of the course, including

information regarding revisions and changes
Month and year that the Lesson Plan is prepared, or revised, is a

publication date and may differ from the approval letter date
4.3 List of Effective Pages (LOEP)
The LOEP identifies the change status of all pages in the volume
Each time a revision, change, or technical change is authorized the

LOEP is replaced with a listing updating its status
4.4 Letter of Promulgation (optional)
This must be retained in the TCCD, and MAY be placed in the LP, if
the CCA/CCMM wishes
4.5 Change Record
This provides space for recording information related to each change

incorporated into the LP after it is approved for implementation
6-4-2
STAGE THREE
4.6 Table of Contents
In Volume 1 provide a complete listing of the contents of all volumes

in the LP
In following volumes, only the Lesson Topics contained in that volume

are listed
4.7 Security Awareness Notice
Describes procedures for handling and safeguarding classified

materials used in the course
Refer to OPNAVINST 5510/.1, “Security Program Regulations” to

ensure all training materials are marked and handled in accordance
with the latest policy guidance
Each LP shall bear the highest security classification demanded by its

contents
You, as the developer, must state whether or not the course contains
any classified material
4.8 Safety/Hazard Awareness Notice
Identifies hazards to personnel and equipment
Provides special directions to personnel concerning safety
Provides safety precautions for protection of personnel and

equipment
Refer to NAVEDTRA 135A and CNETINST 1550/.20/ on

Training Safety to ensure incorporation of the latest policy
guidance in the Notice.
6-4-3
STAGE THREE
Provides instructions for reporting safety and hazard violations
Is tailored to the specific safety requirements and hazards found in

the course
Identifies relevant documentation containing specific precautions and

preventive measures
If applicable:
Provides specific policy on “Training Time Out (TTO)”
Provides specific policy on “Drop on Request (DOR)” for

designated “Volunteer High Risk Courses”
Describes the purpose of “Pre-Mishap Plan”
Security/Safety/Hazard Awareness Notices must be written to

reflect the individual course. Security/Safety/Hazard
requirements must be incorporated throughout the course,
wherever they must be restated.
4.9 How to Use the Lesson Plan (Optional)
This describes the composition, function, and use of the LP, and
provides curriculum support directions
If used, this information must be tailored to meet the specific needs of

the curriculum
4.10 Allocation of Instructional Time
Topic times are one of the most critical data elements available within
the curricula. Topic time is used by course/school managers to
coordinate and manage multiple resources
6-4-4
STAGE THREE
Topic times are established and validated during Stage 4, the

COURSE PILOT. Topic times are then entered on the top of each
Topic Page for quick and easy reference by the instructor. Topic
times are also listed in the curriculum Front Matter on the
ALLOCATION OF INSTRUCTIONAL TIME page for use as a
complete inventory of curricula times (i.e. Classroom Hours,
Laboratory Hours by Volume, Part, Section and Topic and the Total
Instructional Time, Total Testing Time, Total Review Time and,
therefore, the Total Course Time). Topic times will reflect the time
required to correctly present a topic at the proper TOS level because
the Pilot process validates the course using the target population and
a predetermined class size. Information regarding the pilot class size
and student/instructor ratio used during the pilot is also located on the
AOIT page
Topic times, in the curriculum, serve as a BENCHMARK for the

instructor to use to help determine if the instruction is proceeding at
the intended pace. These topic times are "FIXED" and should not
vary from class to class by more than 10 percent. Should time
variances greater than 10 percent occur repeatedly the topic should
be monitored for time and formally changed accordingly
Topic times and the information on the Allocation of Instructional Time

page is static and shouldn't vary. Scheduling of the course using the
Course Master Schedule and its associated Master Schedule
Summary are dynamic and can vary from class to class and can differ
from site to site due to differences in class loading, lab/trainer
configuration and other scheduling variables
The data located on the Allocation of Instructional Time page serves

as a source of management information used to schedule courses
and school resources (i.e. instructors, classrooms, laboratories,
planned hardware/trainer maintenance, trainer upgrades, etc) and to
report course and resource information to higher authority using
Master Course Reference Files (MCRF) and the Navy Integrated
Training Resources and Administration System (NITRAS). CNET
INSTRUCTION 1540.13 refers
6-4-5
STAGE THREE
4.11 Course Learning Objectives
The CLOs are taken directly from the COI in the TCCD and must
match exactly the CLOs in the COI as to content and sequence
6-4-6
STAGE THREE
SECTION 5.0 DEVELOP PARTS
Part elements are
Tab Divider
Section Page(s)
Topic Pages
Discussion—Demonstration—Activity (DDA) Pages
NOTE: This chapter does not discuss Tab Divider and Section
Page(s)—see instead TCCD, Chapter 5 for an in-depth discussion of
these two elements, including the following: Sections - Lesson Topics -
Lesson Topic Learning Objectives.
Note also: A Lesson Topic results from combining Topic Pages and
Discussion—Demonstration—Activity (DDA) Pages.
5.1 Topic Pages
List number of “Periods” required to conduct the class and/or

laboratory exercise without consideration of bottle-necks or other
constraints
List Topic Learning Objectives (TLOs)
Describe Trainee preparation
Describe Instructor preparation
Periods
6-5-1
STAGE THREE
Fractions of a period are not usually shown; if a period has a

classroom and/or a laboratory exercise, list only that which is
applicable
If it is necessary to show fractions of a period, they will be shown

as quarters of a period, e.g., 1.25, 1.5, 1.75 hours, etc., with each
15 minutes representing one-fourth of a period. Standard
mathematical rules of rounding up/down will be followed
TLOs
List them in the order they are intended to be taught
Must be consistent with the TCCD both in content and sequence
May modify the TLO introductory phrase “Upon successful

completion of this topic, the trainee will be able to” by adding the
condition phrase from the Training Objective Statement (TOS) if all
TLOs on the topic page have the same one(s)
Trainee Preparation. List all materials that must be studied in

preparation for the topic under the following subheads:
If no materials are required, the word “none” is inserted under the

subhead. Also, usually there is no trainee preparation for the first
day of any course of instruction.
Trainee Support Material. List each instruction sheet (or other

support material) to be studied by the trainees prior to beginning
the Topic
Reference Publications. List all material to be read by the trainees

prior to starting the Topic. List references by: identification
number, publication number, complete title and source (if not
obvious from the number/title)
6-5-2
STAGE THREE
As a rule:
Publications listed here are also listed under “Reference

Publications” of Instructor Preparation
Trainee Preparation Materials are also listed under “Assignment”

of the preceding topic, and as a “refer to” in the Related Instructor
Activity (RIA) Column
Instructor Preparation
Review Assigned Trainee Materials. Reminds the instructor of this

important factor.
Reference Publications. List all references cited as “refer to” or

“reference” in the RIA column, including the same data as required
for Trainee Preparation
Only those references cited in the RIA column are ordinarily

listed under “Reference Publications”
Training Materials Required. List all Instructional Media Materials

(IMM), and other materials, required for Topic presentation, e.g.,
publications, wall charts, transparencies, Interactive Courseware
(ICW), etc., giving each category a separate heading, as
appropriate
5.2 DDA Pages
Outline the subject matter in sufficient detail to support the Topic

Learning Objectives
Provide the instructor with adequate direction to guide him in his

presentation of the subject matter
6-5-3
STAGE THREE
DDA Pages consist of two elements:
Discussion Point column
Related Instructor Activity column
Discussion Point (DP) column. Lists all DPs, and sub-points, in

correct instructional sequence—this is usually the same as PPP and
TLO sequence:
For Topics which include labs involving equipment, the first DP will
include a review of Training Time Out (TTO) procedures if
applicable
For those courses designated “Volunteer High Risk” the first DP

only of the first Topic will review Drop on Request (DOR)
procedures
The first DP of each lesson may be introductory in nature and

include DPs such as: “Review TLOs,” “Topic Overview,”
“Motivational statements” on subject matter importance
DPs may range from being nothing more than a skeletal outline
(minimal level of detail) to that where little research of the technical
documentation is required
DPs normally will be key words or phrases only — and are usually
prepared by outlining the TLOs
Adequacy of technical documentation, volatility of the subject

matter, anticipated instructor knowledge/expertise of the subject
matter, command preference—all are factors which influence the
amount of detail provided in the DP column
NOTE: A skeletonized outline is less likely to require change

whenever the technical documentation changes.
6-5-4
STAGE THREE
Compensating for inadequate technical documentation — Provide

enough information in the DP column of the DDA pages so no
reference is required, or develop a reference to support the DP
This reference should be a Trainee Guide Information Sheet. Do

not use a Trainee Guide Information Sheet if its only purpose is to
provide a reference source for LP personalization.
DPs will not exceed four levels, as follows:
3.
a.
(1)
(a)
There will be ample space between DPs for instructor

personalization of the topic
A “Review and Summary” major DP is included in knowledge topics

and a “Critique” major DP in skill topics— these DPs are not normally
submitted
The final DP in all but the last topic is “Assignment”
Related Instructor Activity (RIA) Column. Gives specific directions

to the instructor with specific regard to his and the trainee's behavior:
The RIA is identified in the same manner as the corresponding DP
Oral discussion is necessary for each DP, though entries directing

oral discussion should not be entered in this column
Reference ... used to aid the instructor in locating information needed

to personalize for a particular DP
IT IS NOT intended to direct the instructor to use that reference

material in the classroom
6-5-5
STAGE THREE
The first time the reference is listed in the RIA column list it by
complete number and title
Refer to ... provides direction for the instructor when the reference
material is actually intended for classroom use
When the trainee must use these same materials, various phrases
may be used as long as the intent is clear, for example: Trainee refer
to ..., Refer trainee to ..., Instructor refer trainee to ..., Refer to ...
(trainee only), etc.
Display ... directs the instructor to use a particular IMM, as

referenced by its alpha-numeric identifier/title
Demonstrate ..., Show ..., Point to ..., Display ..., and so forth ...,
etc., may also be used to tell the instructor what actions are required.
Identify any unique approach that may be necessary to teach the
lesson
Review as Required ... used to indicate points in the topic where the
instructor may wish to gauge the trainees' comprehension by class
discussion
Documentation References. Identify the document supporting the

DP: document number, volume, part, and paragraph, page, or figure
number, as applicable. (Paragraph, rather than page numbers, are
used whenever possible.)
Once the complete document reference has been stated, further

mention of the reference may be by partial reference name so long
as the correct document reference is clearly implied
The following shows first and subsequent usages of a reference

document within a topic:
6-5-6
STAGE THREE
Related Instructor Activity
1. Refer to OP 3671, Vol. 2, Part 1, figure 1.
2. Display Transparency 314-1-2-1.
3. Refer to figure 2.
4. Refer to Part 2, table 1-1.
5. Refer to OP 3666, paragraph 2-3.4.2.
Transparencies/Slides. Describe those to be used; include

directions on their use if the lesson requires a unique teaching
approach; indicate slide/transparency use by phrases such as:
Display Transparency ...; Display Slide ...; Continue displaying
transparency ...; etc., listing the alpha-numeric designator on the
media's frame
Lecture Guide. When used, directions on slide use are not required
Diagram(ming). Describe development of a block diagram, etc., on

the chalkboard
Films. Describe what film to project and when
Support Materials. Identify what other support materials should be

distributed and/or how they should be used
Lab/Equipment. Direct the instructor in starting up and shutting

down the equipment/laboratory, and safety precautions that require
positive instructor action
6-5-7
STAGE THREE
Fault Isolation Exercises. Provide directions for conducting the

exercise(s). Include the fault alpha-numeric identifier if listed in the
Pre-Faulted Module. Also indicate faults inserted by switch panels,
software, etc. Identify the applicable fault description document
number(s)
Sequence fault isolation exercises so that the average trainee can

progressively develop his skill performance to at least the
minimum standard required
When C1 faults must be used as C2 faults, only C1 faults

approved for C2 use are allowed. (These faults are
indicated as C1 and C2 in the fault user's manual, which may also
list additional directions on fault use under
“WARNINGS/CAUTIONS/NOTES.” These directions may be
modified for the LP, but the intent must remain
Instruction Sheets. Direct the instructor on their use the

classroom/laboratory: Direct trainees to perform Job Sheet ..., Refer
to Diagram Sheet ..., Distribute Information Sheet ..., etc.
Answer Key. Provide answers to questions on job sheets,

assignment sheets and problem sheets at the appropriate point . For
fault-related questions reference the users' document when it has the
correct answers
Note-taking. Provide special instructions for note-taking during

presentation of classified materials
Review as Required. This entry indicates that the amount of

discussion for the DP will depend on the class level. The entry is not
meant to imply that discussion of the DP is optional
6-5-8
STAGE THREE
Assignments. Reminds the instructor to determine necessary study

assignment(s) if the trainees are to understand materials already
covered or to be presented. Decisions regarding assignments are
made on a daily basis according to the class' performance level and
the topics planned for the following day
Tests. Indicate testing points in the Topic, use of the “Test

Administrator's Guide,” etc.
The RIA Column is not restricted to the use of the phrases and
examples discussed above. Other explanatory phrases, examples,
notes, etc., may be used in the RIA Column as required. Those
discussed above, however, have proven to cover most
classroom/laboratory training situations and, hence, to be the most
helpful
6-5-9
STAGE THREE
SECTION 6.0 DEVELOP REFERENCE MATERIALS
Reference Materials are a component of the Training Course Control

Document— They may also be included as an annex to the Lesson
Plan, at CCA/CCMM discretion
In this case, Reference Material includes:
Resource Requirements List (RRL)
Profile Item-to-Topic Objective Assignment Chart (OAC)
Fault Applicability List (FAL)
Reference Material will be located immediately behind the last Topic

in the Lesson Plan
For multi-volume Lesson Plans, the Reference Materials for each

volume is located behind the last Topic in the last volume
For the FAL, the approval FAL will be placed behind the lesson
topic for which it applies
Chapter 5, TCCD, provides directions for developing all Reference

Materials
6-6-1
STAGE THREE
SECTION 7.0 7-STEP METHOD TO LP DEVELOPMENT
Some developers can use the content and format guidelines

presented in previous sections to develop new or revised LPs or
individual Topics. The “7-Step Development Plan” is made available
if a more structured approach is desired
The seven steps are:
Review Learning Objectives
Review technical documentation
Organize individual Topics
Choose or develop Instructional Media Material (IMM)
Prepare initial Topics/Lesson Plan
Conduct Pilot
Finalize Topics/Lesson Plan
STEP 1 – REVIEW THE LEARNING OBJECTIVES
Review the TPS and COI to determine
Level(s) at which the objectives are to be taught
CLOs and TLOs
Course sequence
Any modifications that may be required to the objectives or their

sequence
6-7-1
STAGE THREE
Objectives may require modification because
The costs associated with performance objectives are prohibitive and

“paper and pencil” alternatives must be substituted for actual hands-
on training
Required equipment or publications are unavailable or not available

in the quantity needed
Constraints in training time do not allow enough time for trainees to

practice or reach a specific level of proficiency
Topics may require resequencing because
More time is required to practice or prepare for a performance test
A Topic requires more time to teach than was estimated
A Topic's content is a prerequisite to another Topic
If the preliminary TCCD has been approved
The CCMM can approve objective resequencing and minor word

changes
The CCMM may also approve changes which do not effect CLOs,
course length, or resources
The CCA must approve those changes which do effect CLOs, course
length, or resources
All changes to CLOs/TLOs, Topic titles or sequence must be

incorporated into the TCCD
6-7-2
STAGE THREE
When finalized, CLOs/TLOs in the TCCD must be in the same

sequence as those in the implemented course.
STEP 2 – REVIEW THE TECHNICAL DOCUMENTATION
Determine the main points to be included in the topic
These main points may need to be added as DPs, or it may be

appropriate to leave these for instructor personalization
Information must support the CLOs/TLOs
Information must also aid both instructor and trainee in the

teaching/learning process
Lesson Topic development should always begin with the

latest reference material, but the developer's own
Rating/MOS experiences, and the experiences of other
Subject Matter Experts should also be considered.
STEP 3 – ORGANIZE THE INDIVIDUAL TOPICS
Organizing an individual Topic requires
Development of the content outline
Selection of an instructional strategy
Determine order of presentation of the DPs
6-7-3
STAGE THREE
Develop a content outline to support the objectives
Begin by outlining the TLOs – normally their behavior elements

become the outline's elements
Develop subheads to support these elements – usually these are

subitems of the TLO
The preferred Topic is that where the only DPs are those
derived from outlining the TLOs, and referring the instructor
to the reference for personalization, thus resulting in a
skeletonized outline.
Add additional DPs if more detail is required— These DPs are often
identified in Step 2 above, during a review of the technical
documentation
DETERMINE ORDER OF PRESENTATION OF THE DPS
DPs may be arranged in the same order that the events/steps occur,
or in the order that they are performed
EXAMPLE: Discuss cleaning, then priming, then painting

metal surfaces.
DPs may also be arranged according to some directional strategy:

top-to-bottom, bottom-to-top, from-center-to-the-outside
EXAMPLE: Discuss an aircraft's control panel by

describing, first, those instruments in the center most often
used, then moving out toward the surrounding instruments
which are least often used.
6-7-4
STAGE THREE
DPs may be ordered so that one set of conditions is given as a cause

for another set
EXAMPLE: Discuss the effect of two dissimilar metals in

contact with each other when an electrolyte is introduced
causing galvanic corrosion.
DPs may be arranged to show that a problem exists and then offer a
corrective action that is practical and desirable
EXAMPLE: Discuss implementation of a safety program to

reduce the number of traffic fatalities during a holiday
period.
DPs may be sequenced to be for—against a subject, or by

advantages-disadvantages of an event, and providing fairly even
attention to both sides
EXAMPLE: Discuss the various Naval strategies.
DPs may be arranged to describe categories of things such as

classes and components
EXAMPLE: Discuss various ship classes of the U.S. and

Soviet Navies.
6-7-5
STAGE THREE
Before revising or developing a Topic: Review existing

material—look for other Navy courses, and other
military/government agencies which teach the same subject, or
use the same equipment—Select what is applicable.
SELECT AN INSTRUCTIONAL STRATEGY
Strategies used most often in the Navy are
Lecture
Lecture with Instructional Media Material (IMM)
Demonstration
The Lecture is
A vocal presentation of information, concepts or principles by an

individual to a group of listeners
EXAMPLES: Skill, knowledge, or values' orientation,

teaching fundamental facts and terminology.
Lecture with Instructional Media Materials (IMM)
Is the most commonly-used Navy instructional strategy
EXAMPLE: Teach equipment operation by using

transparencies and a mock-up, or the actual equipment.
6-7-6
STAGE THREE
IMM is used to
Focus trainee interest and attention
Show basic structure of a concept
Relate general concepts to an observable reality
Turn difficult concepts into meaningful pictures
Explain relationships
A Demonstration is
The process wherein one person does something in the presence of

others to show them how to do it or to illustrate a principle
EXAMPLE: Show the effects of acids on metals by pouring

hydrochloric and sulfuric acids on a variety of metals.
Demonstration/Practice is usually used
A demonstration is presented by the instructor; this is followed up by

some type of repetition, after which all trainees practice what has
been demonstrated
Repetition reinforces the demonstrated action.
Types of repetition include
Instructor Repetition
Trainee Repetition
6-7-7
STAGE THREE
Instructor-Trainee Repetition
Group Performance Repetition
Coach-and-Pupil Repetition
Trainees always practice under supervision
Until they have attained the required proficiency
Afterwards, they are usually evaluated by a performance test
A topic may use multiple strategies
Such as incorporating theory and a demonstration into the same

Topic
Role-playing, Case Study and Discussion are other instructional

strategies which have specialized use in Navy training.
STEP 4 – CHOOSE/DEVELOP IMM
Use IMM in a Topic to provide
Training when equipment, space or time is lacking
Remedial or accelerated instruction
Reinforcement
Instruction in subjects which are difficult to present
6-7-8
STAGE THREE
Review existing IMM for application to the Topic
Consult Defense Audio-Visual Information System (DAVIS) and the

Defense Instructional Technology Information System (DITIS) for a
list of existing IMM and Interactive Courseware (ICW) which might
support the Topic
Review technical documentation for possible illustrations
Review material used in other courses teaching similar subject matter
Whatever the instructional media selection,

it must support and help achieve the CLOs/TLOs.
STEP 5 – PREPARE INITIAL TOPIC/LESSON PLAN
Prepare a Topic draft
Use of electronic media in preparing the Topic/Lesson Plan is highly

encouraged
Review CCA and CCMM requirements for word processing program

to be used, font size, and specific formats beyond those established
in this manual
Review the printing and publications guidance in NAVEDTRA 135A to

ensure compliance
Use classified material only when absolutely necessary
Coordinate quality assurance assistance review with the Curriculum

and Instructional Standards Office (CISO) or Quality Assurance
Officer
6-7-9
STAGE THREE
Coordinate review of instructional materials by the CCA, if

appropriate
Volume III of this manual and NAVEDTRA 135A give specific

guidance on managing curriculum development.
STEP 6 – CONDUCT PILOT
The pilot may include
The entire course
Or it may cover only a major segment of the course—usually at least

one Part or Section in length
Review material for correctness and completeness
The pilot itself will determine if the trainees have learned what the
objectives called for
STEP 7 – FINALIZE TOPIC/LESSON PLAN
Revise and prepare
The final drafts of the Lesson Plan, Trainee Guide, and all support
materials including tests and IMM
Any change to the topic sequencing or titles must be

reflected in the TCCD.
6-7-10
STAGE THREE
SECTION 8.0 LESSON PLANS
When necessary, may be organized into one or more volumes— at

approximately 20/0/-page intervals
Subsequent volumes will repeat only those Front Matter elements

which are necessary for understanding and use of the volume
May be printed on one side of the page or back-to-back
The phrase “This page intentionally left blank” or similar phrase will
not be required on blank pages unless all pages must be accounted
for because of the classified nature of the Lesson Plan material
Number Front Matter pages:
Consecutively using lower case Roman numerals
Number is placed in the lower right-hand corner of each page
No number is placed on the Cover
A number is not placed on the Title Page; although, it is counted in

the numbering of the Front Matter as page 1
The page number is a four-element number:
First element – Part number
Second element – Section number
Third element – Lesson Topic number
Fourth element – sequence number within the Lesson Topic
6-8-1
STAGE THREE
SECTION 9.0 TRAINING MATERIALS MODIFICATIONS
If components of a Lesson Plan are revised as part of a Revision,

“Rev” and an alpha character, starting with “A” for the first Revision,
will follow the CIN on the title page. No entry will be made on the
Change Record Page. However, each revised page will be marked
with the "Rev" and alpha character indicators. Revisions are
discussed in Volume III Chapter 8 and requires the submission of a
TPP
EXAMPLE: A-433-0/0/23 Rev A
If components of a Lesson Plan are changed, as a part of a Change

or Technical Change, the term “Chg”, with a number starting with 1 for
the first change, will follow the CIN on every page affected by the
change. Affected pages will be entered on the Change Record Page.
Changes are entered on the Change Record Page. Changes and
Technical Changes are discussed in Volume III, Chapter 8
EXAMPLE: A-433-0/0/23 Chg 1
Interim changes are entered by the instructor as pen and ink changes.
The entry is noted on the Change Record. The CCMM will retain all
Interim Changes for inclusion in later Revisions or Changes as
appropriate. Interim Changes are discussed in Volume III, Chapter 8
6-9-1
STAGE THREE
SECTION 10.0 PRINTING
Single-sided or double-sided page printing may be used
Courses likely to incur frequent page changes because of changing

technical documentation should probably be printed single-sided
Courses expected to incur infrequent page changes, because of

relatively static technical documentation should probable be printed
double-sided
Factors such as ease of use from the podium, expected total number
of pages, command preference, and so forth, may also apply
6-10-1
STAGE THREE
You will develop the Trainee Guide and Support Materials, such as
IMM, Exercise Controller Guide (if required), On-the-Job Training
Handbook (if necessary), and other such support materials as may be
necessary
This is your best opportunity, of any place in this entire curriculum

development system, to be creative—EXERCISE IT!—and make the
training materials as interesting and as informative as you can for the
Trainees
Within the constraints set by the CCA/CCMM, use a variety of IMM

and/or other Support Materials—try not to use transparencies only to
the exclusion of all other IMM
Use the IMM Selection Model in Chapter 9 of this manual— It will

help you to identify the IMM that is truly best for a particular training
situation
By this time, Job Sheet development should either be well underway,

or perhaps even finished—you will recall that you were advised, after
having finished with development of the PPPs and TPS, to begin
developing the Job Sheets
By this time, also, you are nearing the end of what has probably been
for you a long and arduous (but, hopefully, enjoyable and educational)
process
6-11-1
NAVEDTRA 131A
STAGE THREE
CHAPTER 7
TRAINEE GUIDE
7-1
NAVEDTRA 131A TRAINEE GUIDE
STAGE THREE
INTRODUCTION
The curriculum developer is responsible for ensuring that the instructor and the
trainees use their time to the maximum advantage. Training materials are a
reflection of the curriculum developer's skills, knowledge, and understanding of
the subject matter, and his/her choosing of that instructional strategy which
he/she believes will best guide the trainees to achieve the stated learning
objectives. To ensure uniform coverage of the subject matter, the Lesson Plan is
developed to guide and direct the instructor.
Through the use of various materials/aids, the curriculum developer directs the
trainees to supplementary material, structures their note taking, replaces abstract
ideas with concrete images, and must provide them, if possible, with the
opportunity to practice/apply their newly acquired skills and knowledge. Within
Navy schools these materials/aids fall into two broad categories: Instructional
Media Materials (IMM) and Instruction Sheets contained in a Trainee Guide. IMM
is discussed in Chapter 9, while this chapter is devoted to Instruction Sheets and
the Trainee Guide. A Trainee Guide leads the trainee through the course/lesson
topic just as the Lesson Plan guides the instructor.
The Foreword and How to Read NAVEDTRA 131A contain guidelines for
reading this manual–you should read them now if you have not already
done so. Development of the Lesson Plan, Trainee Guide and Tests, to a
large extent, occurs simultaneously. That is, as you are creating an LP,
TG or Test you are shifting back and forth to the other two as good ideas
come to mind. Hence, it is important to read all three chapters before
attempting to develop either an LP, TG or Test.
7-3
STAGE THREE
CHAPTER'S SCOPE
Describe the organization and contents of a Trainee Guide
Describe the purpose and use of the six types of Instruction Sheets
The Trainee Guide may be used to:
Provide supplementary information needed to successfully complete

a course
Provide information not readily available in reference publications at a

level required for instructional purposes
Provide problems to complete, or a series of steps to be performed,

which require trainees to apply what they have learned
Ensure the trainees have an opportunity to practice the most

appropriate job-related experience
7-5
STAGE THREE
SECTION 1.0 THE TRAINEE GUIDE
Is the primary trainee material
Contains skill and knowledge objectives the trainee is to attain upon

successfully completing the course
Provides an outline of instructional material in a logical and efficient

manner
7-1-1
STAGE THREE
SECTION 2.0 TRAINEE GUIDE ELEMENTS
Front Matter
Instruction Sheets
The six types of instruction sheets are:
Job – Information – Assignment – Problem – Diagram – Outline
Occasionally, both individual instruction sheets and a

Trainee Guide will be used due to security
requirements or changes in equipment or procedures.
Figure 7-1 on the following page shows those elements which usually
comprise the Trainee Guide
7-2-1
TRAINEE GUIDE NAVEDTRA 131A
STAGE THREE
FIGURE 7-1: TRAINEE GUIDE ORGANIZATION
7-2-2
STAGE THREE

others of its type

that every document looks exactly like every other of its type, e.g.:
Certain words are always capitalized, or underlined, or placed in

parentheses, or all lower- or all upper-case, or end with the same
punctuation
Top/bottom and right/left margins are precisely the same to one-

tenth inch, repetitious data within the document is always placed
identically, to the nearest one-tenth inch, font style that is always
identical, and pages that mirror, similar pages
3.1 The rule of “common sense” must apply
If the document is “trainee friendly” and basically looks to be the

same as others of its type, it should be acceptable
The Curriculum Control Authority (CCA) will determine the degree of

format flexibility allowed
NOTE: In most cases detailed format specifications have been

omitted from this Chapter. This guidance may be found by going to
the appropriate sample course.
7-3-1
STAGE THREE
SECTION 4.0 DEVELOP FRONT MATTER
4.1 Front Matter elements are
Trainee Name Page (Optional)
Cover (Optional)
Title Page
List of Effective Pages
Change Record
Security Awareness Notice
Safety/Hazard Awareness Notice
Table of Contents
How To Use Your Trainee Guide
Course Learning Objectives
Course Schedule (Optional)
USE OF SAMPLE TRAINEE GUIDE
Located in Volume II at Tab A-6, the sample TG provides for the “eyeball”
approach to TG formatting, where you place data on the page so that it
appears to be located in the same place as in the sample TG.
7-4-1
STAGE THREE
4.2 Trainee Name Page
Is optional at the CCMM's or the CCA's direction
Is used to track copies or to hold a trainee accountable for the volume
If required, the Trainee Name Page provides space to record:
Between 5 and 10 trainee names
Class number
Each volume may have a Trainee Name Page or only those volumes
which must be controlled may have the Name Page
4.3 Cover
Is optional at the CCMM's or the CCA's direction
An identification seal, which is optional, may also be added
Is printed on heavy paper stock, or equivalent material
4.4 Title Page
This provides for easy identification of the course, and includes

information regarding revisions and changes
Month and year that the Lesson Plan is prepared, or revised, is a

publication date and may differ from the approval letter date
4.5 List of Effective Pages (LOEP)—
The LOEP identifies the change status of all pages in the volume
7-4-2
STAGE THREE
Each time a revision, change, or technical change is authorized the

LOEP is replaced with a listing updating its status
4.6 Change Record
This provides space for recording information related to each change

incorporated into the TG after it is approved for implementation
4.7 Security Awareness Notice
Describes procedures for handling and safeguarding classified

materials used in the course
Refer to OPNAVINST 5510/.1, “Security Program Regulations” to

ensure all training materials are marked and handled in accordance
with the latest policy guidance
Each TG shall bear the highest security classification demanded by

its contents
The developer must state whether or not the course contains any
classified material
4.8 Safety/Hazard Awareness Notice
Identifies hazards to personnel and equipment
Provides special directions to personnel concerning safety
Provides safety precautions for protection of personnel and

equipment
Refer to NAVEDTRA 135A and CNETINST 1550/.20/ on

Training Safety to ensure incorporation of the latest policy
guidance into this Notice.
7-4-3
STAGE THREE
Provides instructions for reporting safety and hazard violations
Is tailored to the specific safety requirements and hazards found in

the course
Identifies relevant documentation containing specific precautions and

preventive measures
If applicable:
Provides specific policy on “Training Time Out (TTO)”
Provides specific policy on “Drop on Request (DOR)” for

designated “Volunteer High Risk Courses”
Describes the “Pre-Mishap Plan” and specifies its location(s) in the

training environment
Security/Safety/Hazard Awareness Notices must be written

to reflect the individual course. Security/Safety/Hazard
requirements must be incorporated throughout the course,
wherever they must be restated.
4.9 Table of Contents
In Volume I provide a complete listing of the contents of all volumes

in the TG
In following volumes, only the Instruction Sheets contained in that

volume are listed
4.10 How to Use Your Trainee Guide
This provides a general description of the composition, function and
7-4-4
STAGE THREE
use of Instruction Sheets and the Trainee Guide
Describes the Instruction Sheet Types
Discusses the use of the Instruction Sheets
Describes what the trainee may expect on examinations and quizzes

administered in the course
Discusses organization of the course
4.11 Course Learning Objectives (CLOs)
The CLOs are taken directly from the Curriculum Outline of Instruction
(COI) and must match exactly the CLOs in the COI as to content and
sequence
4.12 Course Schedule (Optional)
This is taken directly from the Training Course Control Document

(TCCD)
7-4-5
STAGE THREE
SECTION 5.0 INSTRUCTION SHEETS IN A TRAINEE GUIDE
General requirements
Instruction Sheets are organized by Parts, Sections and Topics:
Parts, Sections, and Topics are numbered according to the TCCD

Outline of Instruction
Parts, Sections, and Topics are listed in the Table of Contents in

the Front Matter for organizational purposes but there are no Part,
Section, or Topic Pages within the body of the Trainee Guide
Instruction Sheets are arranged according to the sequence in which

they are used within the Topic
Instruction Sheets are titled so as to describe the subject matter of

the sheet
The Introduction describes the overall scope and content of the

particular Instruction Sheet
When listed on an Instruction Sheet, the Topic Learning Objectives

(TLOs) are copied directly from the TCCD. TLOs need not be listed
on more than one Instruction Sheet
Applicable documentation is identified by paragraph, page, figure, or

diagram numbers, and complete title
See Volume II, Tab A-6 for samples of the Instruction Sheets discussed on
the following pages.
7-5-1
STAGE THREE
SECTION 6.0 PREPARE JOB SHEETS
6.1 Job Sheets:
Direct the trainees in the step-by-step performance of a skill that may

be encountered in their eventual job assignment
Provide a means for the trainee to apply knowledge acquired during

instruction
Do not contain any directions to the instructor
Require the trainees to use the technical documentation in performing

the skill, just as they would at their ultimate duty station
6.2 Identify What Skills Must Be Trained
First, identify the task/skill, the trainee will perform using the TLA and
PPP table — for example:
Perform normal operations on the CUCV
Perform preventive maintenance on the CUCV
Classify sonar contacts
Second, analyze the skill from the PPP table line items to identify the
procedural steps.
See Chapter 3, Personnel Performance Profiles (PPPs), for an

example of a list of tasks supporting a job
Third, select those tasks you are able to train in your course—These
become the basis of your Job Sheets
7-6-1
STAGE THREE
6.3 Job Sheet content
Use the “Introduction” to describe the purpose of the Job Sheet and
the trainee benefits that can be expected
Under “Equipment” provide a complete listing of all equipment

required to perform the Job Sheet
“References” list all publications required to perform the Job Sheet
“Job Steps” list the procedures for performance of operation,

maintenance, troubleshooting, repair of the equipment, or
performance of a task/function
They do not duplicate the procedures listed in the technical

documentation
Job Steps may consist of either general or discrete step-by-step

procedures for performing tasks associated with a the job
Sufficient space should be left under each Job Step to record

information
“Self-Test Questions” provides questions which:
Are easily understood, grammatically correct, and easily graded by

the instructor
Are technically correct and have direct application to the skill being
performed
Require analysis and thought similar to that required in the actual

job situation
7-6-2
STAGE THREE
SECTION 7.0 PREPARE INFORMATION SHEETS
7.1 Information Sheets:
Provide additional, amplifying, or background information essential to

the trainee but absent from or not easily found in the technical
manuals or other official documentation
Are useful for promoting or aiding the trainees' comprehension of

technical manual materials
7.2 Information Sheet content
Use the “Introduction” to explain to the trainee “how and why” an

understanding of the material will be of benefit
“References” list all publications used to develop the information

section of the Information Sheet
“Information” should not duplicate information contained in the

technical documentation
The Information must be written clearly and to a level consistent

with the trainee's reading ability
The Information will refer to technical manuals or other approved

publications, citing specific paragraphs, figures, tables, etc.
Types of information include:
Information on new concepts
Background information
Clarifying information
7-7-1
STAGE THREE
SECTION 8.0 PREPARE ASSIGNMENT SHEETS
8.1 Assignment Sheets:
Simplify the trainees' search for relevant data
Prepare trainees for future job specific skills that require researching
and locating data in the technical documentation used for operation
and maintenance purposes
Maximize effectiveness of the trainees' study by providing clear

statements of the TLOs and study questions
8.2 Assignment Sheet content
“Topic Learning Objectives” list the applicable objectives covered by

the assignment and read identically with those listed in the TCCD
“Study Assignment” lists material to be studied before, after or as part

of the Topic
Specific study instructions, including preferred sequence of study may

be included
“Study Questions” should provide questions which assess the

trainees' understanding of what was studied or test their ability to
apply the information
7-8-1
STAGE THREE
SECTION 9.0 PREPARE PROBLEM SHEETS
9.1 Problem Sheets:
Present practical problems requiring analysis and decision-making

similar to what the trainee may encounter either in the laboratory or at
their eventual duty station
Engage the trainee in problem solving, emphasizing the fundamentals

of logical thinking, and giving practice in the application of knowledge
to practical situations
Are used when the subject matter of a course requires an ability to

solve problems in a logical manner
9.2 Problem Sheet content
“Problems” presents problems which:
Are organized in any reasonable manner that promotes problem-

solving abilities
Provide a clear statement of the problem(s), and the conditions and

parameters affecting the problem(s)
“Directions” provides instructions and procedures for the solution to

the problem
Drawings/diagrams may be used as necessary
Problem Sheets will not be used for testing, as a make-work device,

or as a substitute for a laboratory activity
7-9-1
STAGE THREE
SECTION 10.0 PREPARE DIAGRAM SHEETS
10.1 Diagram Sheets:
Provide the trainee with copies of special course material such as

diagrams, schematics, or illustrations
10.2 Diagram Sheet content
They may depict a sketch the instructor will also draw on the board,
Instructional Media Material (IMM), or any diagram or schematic
deemed important for trainee use
“Diagrams” should be large enough so trainees have room to make

pertinent notations
Diagram Sheets are not to be provided where materials exist in

reference documentation and the use of that documentation will
suffice
7-10-1
STAGE THREE
SECTION 11.0 PREPARE OUTLINE SHEETS
11.1 Outline Sheets:
Provide the trainee with an outline of the major teaching points in the
Topic
Are consistent with the outline of the Discussion Points (DPs)

contained on the Topic's Discussion-Demonstration-Activity (DDA)
pages
Allow the trainee to follow the progress of a Topic, and facilitate the
note-taking process, if intended for this purpose
An outline sheet may be used to list TLOs contained in the course
11.2 Outline Sheet content
“Outline” presents an outline of the major points to be covered in the

Topic
Use only key words or phrases
More subheads may be included than on the DDA pages of the

Topic, if necessary
Usually, space is not provided for note taking, unless the sheet is
being designed primarily for this purpose
7-11-1
STAGE THREE
SECTION 12.0 INSTRUCTION SHEETS NOT

IN A TRAINEE GUIDE
These Instruction Sheets
Are distributed separately
Do not have Front Matter
Security information or safety/hazard awareness information may be

provided on an Information Sheet
Are listed under “Trainee Preparation” in the Topic
Have the same content and form as those contained in a Trainee

Guide except the following is omitted from the running header:
Volume identification
The phrase “Trainee Guide”
A Trainee Guide is required whenever the number of Instruction

Sheet pages exceeds 12 pages
The words “For Training Use Only” must be on the bottom of every
printed page.
7-12-1
STAGE THREE
SECTION 13.0 TRAINEE GUIDE GENERAL SPECIFICATIONS
When necessary, may be organized into one or more volumes — at

approximately 20/0/-page intervals
Subsequent volumes will repeat only those Front Matter elements

which are necessary for understanding and using the particular
volume
May be printed on one side of the page or back-to-back
The phrase “This page intentionally left blank” or similar phrases will
not be required on blank pages unless all pages must be accounted
for because of the classified nature of the Trainee Guide material
Number Front Matter pages
Consecutively using lower case Roman numerals
Number is placed in the lower right-hand corner of each page
No number is placed on the Trainee Name Page or the Cover
A number is not placed on the Title Page, although it is counted in

the numbering of the Front Matter as page one
Sequential numbering of Training Guide pages other than the Front

Matter is at the discretion of the CCA/CCMM
The words “For Training Use Only” must be on the bottom of every
printed page
The Instruction Sheet number is a four-element number
First element – Part number
Second element – Section number
7-13-1
STAGE THREE
Third element – Lesson Topic number
Fourth element – sequence number within the Lesson Topic
7-13-2
STAGE THREE
SECTION 14.0 PRINTING
14.1 Single-sided or double-sided page printing may be used
Courses likely to incur frequent page changes because of changing

technical documentation should probably be printed single-sided
Courses expected to incur infrequent page changes, because of

relatively static technical documentation, are good candidates for
double-sided printing
Factors such as ease of use from the podium, expected total number
of pages, command preference, and so forth, may also apply
7-14-1
STAGE THREE
You will develop the test plan and tests, both performance and
knowledge. Actually, you should have already begun developing the
performance tests when you began with Job Sheet identification and
development
Hopefully, as you were developing the Lesson Plan and Trainee

Guide you were also thinking of the tests (both performance and
knowledge) that would be required to support a given topic, and
making notes to yourself of any especially good ideas with regard to
the tests to be constructed
Obviously, this last point means that development of the Lesson Plan,
Trainee Guide, and Tests proceeds more or less simultaneously. A
“good idea” that you have regarding a Topic, or test, may occur while
you are writing an Instruction Sheet for the Trainee Guide. You should
either act on the idea at that time and incorporate it into the
appropriate document, or at the very least jot the idea down for action
at a later date
7-15-1
NAVEDTRA 131A
STAGE THREE
CHAPTER 8
TESTS FOR MEASUREMENT OF TRAINEE ACHIEVEMENT
8-1
NAVEDTRA 131A TEST INFORMATION
STAGE THREE
INTRODUCTION
As a curriculum developer, your responsibilities include establishing methods for

determining how well the trainees have achieved the objectives. Practical work is
one such method and includes lab assignments, homework, and in-class
assignments.
Tests must be developed when a grade (either within-course or end-of-course) is

to be assigned, or a trainee's course PASSING/FAILURE must be decided and
recorded. This chapter will provide you with guidelines for designing and
developing Performance and Written Tests, based on the development and use of
job sheets, test items and tests.
Organization of this chapter. In most cases the information provided in this

chapter will suffice for the design, development and scoring (grading) of
performance and written tests. A series of three appendices is included at the
end of this chapter for those who require additional information in these subject
areas.
Development of the Lesson Plan, Trainee Guide and

Tests, to a large extent, occurs simultaneously. That
is, as you are creating an LP, TG or Test you are
shifting back-and-forth to the other two as good ideas
come to mind. Hence, it is important to read all
three chapters before attempting to develop either
an LP, TG or Test.
CHAPTER'S SCOPE
To provide information on Test Development and Administration for

those involved in developing PPP—Based curricula
The diagram below lays out the Testing process in the order that
events should occur:
8-3
TEST INFORMATION NAVEDTRA 131A
STAGE THREE
INTRODUCTION TO TESTING
PERFORMANCE TESTS WRITTEN TESTS
Test Design Test Design

Develop Tests Develop Tests

Develop Test Develop Test

Administrator's Guide Administrator's Guide

Develop Testing Plan
Develop Test Item To Objective Cross Reference
Pilot Tests As Part of Course Pilot

and Implementation Phase
8-4
STAGE THREE
CHAPTER OUTLINE
TITLE PAGE NUMBER

INTRODUCTION TO TESTING 8-1-1
Definitions 8-1-1
Required Events...Are 8-1-1
DESIGN PERFORMANCE TESTS 8-2-1

DECIDE WHICH PERFORMANCE TLOS TO TEST 8-3-1
Criticality of Skill 8-3-1
Other Criticality Factors 8-3-1
Rank order...TLOs 8-3-1
Performance Objective test guidelines 8-3-2
DEVELOP PERFORMANCE TESTS 8-4-1

Develop Job Sheets 8-5-1
Performance Test Types 8-5-1
Deciding Which Performance Test Type to Use 8-5-4
Develop job sheet evaluation instruments 8-6-1
Sample Performance Test Checklist (Figure 8-1) 8-6-5
Sample Performance Test Rating Scale (Figure 8-2) 8-6-6
Sample Grading Criteria for A Checklist (Figure 8-3) 8-6-7
Sample Grading Criteria for A Rating Scale (Figure 8-4) 8-6-8
DEVELOP PERFORMANCE TEST ADMINISTRATOR'S GUIDE 8-7-1

Sample Administrators Guide Instructions
to the Trainee (Figure 8-5) 8-7-2
Sample Instructions for the Administrator (Figure 8-6) 8-7-4
8-5
STAGE THREE
CHAPTER OUTLINE (CONTINUED)
TITLE PAGE NUMBER

DESIGN WRITTEN TESTS 8-8-1
DECIDE WHICH KNOWLEDGE TLOS TO TEST 8-8-2
Level of Learning Determination 8-8-2
Ways that knowledge is used on-the-job 8-8-2
Imperatives regarding levels of learning selection 8-8-3
Description of the levels of learning 8-8-3
Criticality of Knowledge 8-8-4
Other Criticality Factors 8-8-5
Rank order...TLOs 8-8-5
Knowledge Objective Test Guidelines 8-8-6
DEVELOP WRITTEN TESTS 8-9-1

Written Test components 8-9-1
Written Test types 8-9-1
Construction of Each Test Type 8-9-1
Multiple Choice 8-9-1
True-False 8-9-2
Matching 8-9-2
Completion 8-9-2
Essay 8-9-3
DEVELOP WRITTEN TEST ADMINISTRATOR'S GUIDE 8-10-1

Sample Instructions for the Administrator (Figure 8-7) 8-10-2
Sample Written Test Instructions
to the Trainee (Figure 8-8) 8-10-3
DEVELOP TEST PLAN 8-11-1

Test Plan Elements 8-11-1
General Guidelines for Developing 8-11-1
DEVELOP TEST TO OBJECTIVE COMPARISON 8-12-1
PUTTING IT ALL TOGETHER 8-13-1

Assemble Job Sheets 8-14-1
Assemble Performance Test Administrator's Guide 8-15-1
8-6
STAGE THREE
TITLE PAGE NUMBER

Assemble Written Test Booklet 8-16-1
Assemble Written Test Administrator's Guide 8-17-1
Assemble Test Design 8-18-1
Assemble Test Plan 8-19-1
Assemble Test to Objective Comparison 8-19-1
CHAPTER OUTLINE-ADDENDA
TITLE PAGE NUMBER
ADDENDUM 8: IN–DEPTH DISCUSSIONS OF
8-A: PERFORMANCE/WRITTEN TEST DESIGN 8-A-1
8-B: WRITTEN TEST ITEM DEVELOPMENT 8-B-1
8-C: GRADING CRITERIA FOR PERFORMANCE TESTS 8-C-1
8-7
STAGE THREE
SECTION 1.0 INTRODUCTION TO TESTING
1.1 Definitions
Tests are the primary tool for determining trainees' attainment of the
CLOs/TLOs and, therefore, their relative success in the course
Performance tests measure a trainee's ability to perform a specific

skill or behavior by using actual equipment or training devices
Written tests are used to support the performance of a skill by

measuring the trainee's achievement of theory and/or background
knowledge as it applies to a skill or behavior
Measurement is the process of assessing what the trainee has

demonstrated by taking the Performance/Written test
Evaluation is the process of comparing the measurement against an

established standard
Grading is labeling (scoring) the evaluation, usually according to a

level of success, e. g. , go/no—go
1.2 Required events for test development are
Design the Tests
Here decisions as to the What, When and How testing will be

determined
Develop the Performance Tests
Job Sheets will be developed and used as the basis for testing
those critical tasks the trainee has been trained to perform
8-1-1
STAGE THREE
Develop the Written Tests
Decisions will be made as to where and what Written tests are

required to support the performance testing program
Develop Administrator's Guide/Trainee Testing Information
Essential information will be developed for facilitating the

administration of both Performance and Written Tests
Develop Test Plan and Test to Objective Comparison
8-1-2
STAGE THREE
SECTION 2.0 DESIGN PERFORMANCE TESTS
During Performance Test Design you will decide what skills to test for
by selecting TLOs, how to test for these skills and when in the testing
program to test for this knowledge
Of these two processes, test design and test development, test design
is most important and effective tests seem to follow naturally from a
good test design
2.1 Performance Test Design requires that you determine
Criticality of each performance topic learning objective
This process will help you decide which performance objectives to

measure through testing and which should be measured by
practical work
Whether to use the actual equipment in the test situation or to simulate

performance on the equipment may also be a factor
In many cases this decision will already have been made
If not, see Addendum 8-B for guidance in deciding whether to test

using the actual equipment or simulation
8-2-1
STAGE THREE
SECTION 3.0 DECIDE WHICH PERFORMANCE TLOs TO TEST
3.1 Criticality of Skill
Refers to how important the skill is in relation to its application to

actual job performance
High: Skill is used during job performance
Moderate: Skill influences job performance
Low: Skill has little influence on job performance
3.2 Other Criticality Factors
Criticality refers to a TLO's importance as related to

the performance of a job task
Safety to personnel/equipment—Critical tasks are those which are

considered high risk or dangerous
Frequency of performance—The more often a task is performed the

more critical it becomes
TLO's importance to the overall course mission
TLO's importance to on-the-job performance
3.3 Rank order or group TLOs by category of criticality
Rank ordering of TLOs consists of placing them in a list ranging from

most critical to least critical — A course has 20 performance TLOs.
Rank them from 1 (most critical) to 20 (least critical)
8-3-1
STAGE THREE
Group by categories of criticality — Establish 3 to 5 categories ranging

from highly critical to least critical —
Highly critical TLOs must be formally tested. Less critical TLOs may
be tested by other means such as practical work
Set a cut-off point between most critical and least critical. For instance:
You decide that TLOs ranked in the upper 66% are most critical.
They require formal testing. TLOs ranked in the lower 33% are less
critical. Formal testing is not required.
3.4 Performance Objective test guidelines
Those performance objectives having the highest criticality rating must

be formally tested
As a rule of thumb those performance objectives judged to rank in

the upper one-third as to criticality should be tested by a
Progress/Comprehensive Performance Test
Performance objectives judged to rank in the middle-to-lower one-

third as to criticality should be tested by having the trainees
complete job sheets in a laboratory as part of the application
section of a Lesson Topic
Performance objectives judged to rank in the middle-to-lower one-

third as to criticality may also need to be tested to show the logic of
the learning process
3.5 When you have completed this process
You will have one set of Performance TLOs from which to build the
tests
8-3-2
STAGE THREE
SECTION 4.0 DEVELOP PERFORMANCE TESTS
Performance Test components are
Job Sheets
Job Sheet Evaluation Instruments
Performance Test Administrator's Guide
8-4-1
STAGE THREE
SECTION 5.0 DEVELOP JOB SHEETS
For specific guidance on developing job sheets see Chapter 7,

Trainee Guide, of this volume
Job Sheet problems must be consistent with but not identical to those
used during the course nor can they introduce unfamiliar information
All Job Sheets must require the trainees to use the technical
documentation just as they will upon reaching their ultimate job
assignments
Amplifying information may be incorporated into the job sheet to

compensate for inadequate/incomplete technical documentation
Each Job Sheet must be directly related to either a skill CLO or a skill
TLO
Job Sheets also provide a means for the trainee to apply knowledge
obtained during instruction and may, therefore, be used in place of a
written test for the information
Each Job Sheet will support one of these test types: A product, a
process, or product and process combined
5.1 Performance Test types are
Product
Process
Combination (Product and Process)
5.2 Performance Test types explained
8-5-1
STAGE THREE
Product
A product is an observable result — something you can see, hear,

or touch
A solder joint is a product because it can be seen and touched
A completed form is a product because it can be seen
Product testing is possible when:
The objective specifies a product
The product can be measured as to the presence or absence of

certain characteristics, for example, does it look right, have the
right texture, sound the way that it should?
Procedural steps may be performed in a different order or

sequence without affecting the product
Process
A process consists of step-by-step procedures required to produce

a product or complete a task
Process testing is appropriate when:
The product and the process are the same thing — such as
teaching a lesson
There is a product, but safety, high cost, or other constraints

prevent the product from being measured
It is necessary to examine each step of the process in order to

diagnose the reason for performance failure
8-5-2
STAGE THREE
There may be a product, but there are critical points in the process
which must be performed correctly because of the possibility of
damage to personnel or equipment
The objective specifies a sequence of steps that can be observed
The process does not result in a product
Your interest is in the actual behavior itself
Combination
The performance test is concerned with both an observable result,

and the step-by-step process leading to the result
Combination testing is appropriate when:
Both product and process are equally important to the final result,
or it is required so as to avoid hazards to personnel or equipment
Safety considerations almost always dictate that the operation or

maintenance of a device, i. e., the process, be done in a certain way
— However, the outcome, i. e., the product, is just as important to
successful job performance
Product/Process/Combination Learning Objectives Illustrated
8-5-3
STAGE THREE
Product Objective: Construct a Box Sill Floor

Frame to within 1/8-inch of required dimensions
(The final product will be graded for conformity
to the specifications)
Process Objective: Measure a crankshaft

journal for Wear, Taper, and Out-of-Roundness
(Exact measurements require that the process
is followed precisely)
Combination Objective: Perform a Daily System

Operating Test (DSOT) on the Close-In
Weapons System—CIWS—(A systematic,
step-by-step process must be followed to
ensure a fully operational CIWS, or product)
5.3 Deciding which Performance Test type to use
Test for the product if the objective contains specific standards that the
product must meet
Test for the process if the objective has specific standards that must
be adhered to, including:
Safety procedures
Time standards
Requirements that the steps be performed in a certain order
Test for the process when diagnosis is important, i. e., if it is important

to know when or where errors occur
8-5-4
STAGE THREE
When both a process and its product can be measured, select the one
that is easiest to measure, using the following as guidelines:
Time or number of personnel required to conduct the performance

test
Can the product be tested without examining the process
Can errors be made early in the process which might be costly or

dangerous
See Addendum 8-A: In-Depth Discussion of Performance/Written

Test Design, at the end of this chapter, for more information on
this topic
8-5-5
STAGE THREE
SECTION 6.0 DEVELOP JOB SHEET EVALUATION

INSTRUMENTS
6.1 Evaluation Instruments may include
A Checklist
AND/OR
A Rating Scale
For use in evaluating the correctness of the product or performance

of the process
AND
Grading Criteria (Scoring Guide)
To be used in determining a grade for the product or process

required by the Job Sheet
Figure 8-1 and Figure 8-2, several pages further

on, show examples of a Job Sheet Checklist and
Job Sheet Rating Scale, respectively.
Figure 8-3 and Figure 8-4, several pages further

on, show examples of Grading Criteria for the
above-listed Job Sheet Checklist and Job Sheet
Rating Scale.
8-6-1
STAGE THREE
6.2 Guidelines For Developing
Develop one checklist and/or rating scale, and grading criteria, for
each task or group of tasks on the Job Sheet
For Product Performance Tests
When a product trait is either present or absent and can be

measured by checking yes or no a checklist may be the best to use
When product quality can vary from high to low, adequate to

inadequate, good to bad, or some other range a rating scale may
be the best to use
Whether a checklist or rating scale is chosen will depend upon the

particular situation and the developer's discretion — Some
situations/developers might use a checklist; others might use a
rating scale; sometimes using both might seem the most
appropriate thing to do
For Process Performance tests
When a step is either done or not done and can be measured by

checking yes or no a checklist may be the best to use
When performance of a step can vary in quality from high to low,

best to worst, good to bad, or some other range, a rating scale may
be the best to use
A rating scale may also be the best to use when a step has more
than two possible outcomes
Whether a rating scale or checklist is chosen will depend upon the

particular situation and the developer's discretion — Some
situations/developers might use a checklist; others might use a
rating scale; sometimes using both might seem the most
appropriate thing to do
8-6-2
STAGE THREE
For Grading Criteria (Scoring Guide)
This may be the most critical step in performance test development

because it ensures standardized grading
The scoring guide contains a description of how each step or group

of steps is to be graded
When using written test-items in a performance test indicate the

correct response and how many points will be deducted for an
incorrect response
When written test-items are included as part of a performance test

they will not constitute a major portion of the trainees' overall grade
If you require more information about

developing grading criteria, see Addendum 8-
C: Grading Criteria for Performance Tests at the
end of this chapter, and NAVEDTRA 135A,
Appendix B.
6.3 Evaluation Instrument selection
It may make no difference whether a checklist or rating scale is used

because almost all rating scales can be turned into checklists, and
some checklists can be made into rating scales
Grading criteria for the course is a factor
If the course is graded SAT or UNSAT a checklist may be the most

appropriate to use
If the course is graded with a numerical grade a rating scale may

be the most appropriate to use
8-6-3
STAGE THREE
6.4 It is important
To define checklist steps and rating scale decisions as precisely as

possible
The more precisely you can describe the behaviors the more
effective the Job Sheet Checklist/Rating Scale will be
To make the grading criteria for each Job Sheet Checklist and Job
Sheet Rating Scale as precise as possible
This helps remove instructor subjectivity from the grading process
6.5 Construct the Job Sheet Evaluation Instrument
Each Checklist/Rating Scale/Grading Criteria should include, as

appropriate
A list of steps to be evaluated—this information comes from the

related job sheet
When impossible to evaluate each step separately — review the

job sheet and, where possible, group individual steps into like
areas and evaluate them as one step
Each step or group of steps will be numbered
Briefly describe the evaluation procedures
Indicate the type of instrument
Indicate critical steps
Provide space for comments or description of errors
Include space for required administrative information e. g., name,

Social Security Number, class, beginning and ending time, score,
etc.
8-6-4
STAGE THREE
PERFORMANCE TEST
JOB SHEET 5-1-5 CHECKLIST
TITLE: Measuring a Crankshaft Journal
TRAINEE NAME/RATE_____________________________SSN_______________
INSTRUCTOR/EVALUATOR____________________________________________
DATE________________ TIME STARTED_________TIME COMPLETED________
Evaluation instructions: This test evaluates procedures and use of measuring tools. Observe
trainee taking measurements indicated. Watch for correct application of tools, and ability to
interpret/record tool readings. Observe that student uses correct methods to move heavy
parts. If unsafe practices are observed, STOP THE TEST.
All recorded measurements for this Job Sheet must be +/- .0001" of journal proof
dimensions. Mark each measurement as SAT or UNSAT. If UNSAT, comment as to why.
1. Measure and record outer end of journal.

a. Vertical dimension (SAT) (UNSAT)
b. Horizontal dimension (SAT) (UNSAT)
Comment:_______________________________________________________________
2. Measure and record center of journal.

Comment:_______________________________________________________________
3. Measure and record inner end of journal.

Comment:__________________________________________________________
_____
FIGURE 8-1: SAMPLE PERFORMANCE TEST CHECKLIST
8-6-5
STAGE THREE
PERFORMANCE TEST
JOB SHEET 10-3-2 RATING SCALE
TITLE: Construct a Box Sill Floor Frame
TRAINEE NAME/RATE_____________________________SSN_______________
INSTRUCTOR/EVALUATOR____________________________________________
DATE________________ TIME STARTED_________TIME COMPLETED________
Item No. Step/Description/Observation Deduct
1. Marked and cut all sill plates squarely to proper length within 1/8". 0, -5, -10
2. Installed sill plates within 1/8" of specified location, ensuring they are 0, -5, -10
square and level.
3. Laid out header joists for floor joists 16" on center, within 1/8". 0, -5, -10
4. Measured, marked, and squarely cut each joist to specified length, 0, -5, -10
within 1/8".
5. Aligned header and floor joists (Crown up) within 1/8" of specified 0, -5, -10
locations and height.
6. Snapped chalkline across floor joists on centerline of building, 0, -5, -10

within 1/8".
7. Placed and secured bridging staggered 1 1/2" off center, 0, -5, -10
within 1/8".
8. Installed subfloor with joists staggered and butted tightly on center 0, -5, -10
of the joists driven flush with the surface.
9. Subfloor nailed 8" on center, with nails driven flush with the surface. 0, -5, -10
10. Used all tools and materials properly. 0, -5, -10
Critical OBSERVED ALL SAFETY PRECAUTIONS -10
Evaluation Procedure: Observe trainee during construction. Comment on safety observance and use
of tools, as appropriate. Take measurements upon completion of project, and grade in accordance
with Job Sheet 10-3-1 Grading Criteria.
FIGURE 8-2: SAMPLE PERFORMANCE TEST RATING SCALE
8-6-6
STAGE THREE
PERFORMANCE TEST
JOB SHEET 5-1-5 GRADING CRITERIA
TITLE: Measuring a Crankshaft Journal
Grading Criteria for Job Sheet 5-1-5 is SAT/UNSAT. There is no product

created by the trainee during this performance test. The sequence in which
measurements are taken during the test is not as important as the correct
use of measuring tools, accuracy of the measurements and interpretation of
tool readings.
A numeric score is derived from the following:
All trainees start the test with 100 points.
Ten (10) points are deducted for any recorded measurement that
exceeds journal proof dimensions by +/- .0001," and results in an UNSAT
for that measurement. Comments to aid remediation are required for each
UNSAT marked.
A score of 80 points or above is SATISFACTORY completion of the

test.
Procedures: Steps 1, 2, and 3 relate to measurement techniques, tool

reading, and safe practices. Three or more incorrect readings results in
failure of the test. Safe practices are mandated. If unsafe practices are
observed, the instructor has two options:
1. Interrupt the test and correct the trainee. Make appropriate

comment on Job Sheet check list.
2. If safety violation warrants; STOP THE TEST, AND PROCEED IN

ACCORDANCE WITH SCHOOL DIRECTIVES. This results in immediate
test failure.
FIGURE 8-3: SAMPLE GRADING CRITERIA FOR A CHECKLIST
8-6-7
STAGE THREE
PERFORMANCE TEST
JOB SHEET 10-3-2 GRADING CRITERIA
TITLE: Construct a Box Sill Floor Frame
Grading Criteria is SAT/UNSAT, based on a numerical threshold.

A numeric value must be assigned to each evaluated step.
* A safety violation will stop the performance test and the

Administrator will immediately provide remediation. Safety violations
which may have led to injury or damage to equipment
will result in an UNSAT performance and failure of the Test.
Any product dimension within 1/8" of specification = -0 points.
Any product dimension 3/16" out of specification = -5 points.
Any product dimension more than 3/16" out of specification = -10

points.
Each noted occurrence of improper tool usage = -5 points.
* = Critical step.
All students start with 100 points. Minimum passing score is 75 points.
FIGURE 8-4: SAMPLE GRADING CRITERIA FOR A RATING SCALE
8-6-8
STAGE THREE
SECTION 7.0 DEVELOP PERFORMANCE TEST

ADMINISTRATOR'S GUIDE
7.1 Develop Instructions to the Trainee, including
See Figure 8-5 for an example
A description of the test
Safety precautions which must be observed with specific warnings

about any unusual conditions that exist
An explanation of the job tasks to be performed and exactly what the

trainee is required to do
The level of assistance permitted
Information on how the grade will be determined, including a list of the

critical steps which may result in mandatory failure of the test
A list of tools, test equipment, and training material
Allocated time limit and importance of time to test grade
Relationship of the test to the performance objective
8-7-1
STAGE THREE
INSTRUCTIONS TO THE TRAINEE
A. Present the following to the trainee:
1. This is a performance test for the ___________. The test will consist of _____
tasks, and you will have _____ amount of time to complete the test. Prior to the
beginning of each task, you will be given an explanation of the task, what to do
and the time limit for each.
2. All test equipment, tools, and materials are available to you. You must
determine what is needed for each task.
3. You may be required to leave the area after each task if additional preparation
is required for the next task.
4. You will be evaluated on your performance and your practice of safety

precautions. The administrator will intervene to prevent or correct a violation of
any safety precaution.
5. You will not be assisted with your performance. The administrator may
intervene after a task begins in order to correct a critical procedural error.
6. The requirements may be restated or explained at your request. Do your best.

If you cannot perform the task, inform the administrator.
7. You will be observed closely. Try not to let this interfere with performance. All
critical steps must be performed correctly. Some steps will be scored on a
“Yes/No” basis and some will be scored with a rating scale.
B. Ensure that the trainee understands all of the above items before proceeding to the first
problem.
FIGURE 8-5 SAMPLE ADMINISTRATOR'S GUIDE INSTRUCTIONS

TO THE TRAINEE
8-7-2
STAGE THREE
7.2 Develop Instructions to the Administrator, including
A brief description of the task to be performed
A list of required tools, test equipment, and training material
Specific instructions describing how to set up the equipment/job

performance
Instructions on any special safety precautions/procedures that may be

applicable
Instructions on the use of written test-items (written and/or oral)
Guidance on the actions to be taken in the event that the trainee does
not perform as anticipated
For example, if a critical step is improperly performed remediation

and retesting are in order
8-7-3
STAGE THREE
INSTRUCTIONS TO THE ADMINISTRATOR
A. The trainee will be performing the _________________ task(s). The following tools
and test equipment are required:
1.
2.
3.
4.
B. Preset the following controls on the _____________.
1.
2.
3.
4.
5. Remove part no.________from the_______ and replace with faulted part.
C. State the following special procedures to the trainee:
1. Briefly describe the task and its relationship to the objective.
2. State any special safety precautions/procedures that may be applicable.
3. Provide additional information specific to the test.
D. Orally quiz student on applicable safety precautions using questions from the
evaluation checklist.
E. If the trainee fails a critical step remediate by ___________.
FIGURE 8-6: SAMPLE INSTRUCTIONS FOR THE ADMINISTRATOR
This concludes the refresher discussion on Performance

Test Design/Development. Remember, if you need more
information see Addendum 8A on Performance Test
Design/Development.
8-7-4
STAGE THREE
SECTION 8.0 DESIGN WRITTEN TESTS
During Written Test Design you will decide what Knowledge to test by
selecting TLOs, how to test for this knowledge and when in the testing
program to test for this knowledge
Of these two processes, test design and test development, test design
is most important and effective tests seem to follow naturally from a
good test design
8.1 Written Test Design requires that you determine
Level of learning required of each knowledge TLO
This process requires you to examine how the knowledge will be

used on-the-job and to design the test accordingly
For instance, if instantaneous, total recall to a situation is

necessary (such as the proper response to an incoming Exocet
missile) your test must require the trainee to answer from memory--
you could hardly give the trainee the time to locate the answer in
the technical documentation
If, on the other hand, a procedure will always be performed using

the technical documentation then your test must allow the trainee
access to this documentation
Criticality of each knowledge topic learning objective
This process ensures that knowledge deemed critical is measured

over other, less important knowledge
8-8-1
STAGE THREE
8.2 Decide Which Knowledge TLOs To Test
The Level of Learning is determined by
The conditions, behavior, and standards specified in each objective
It is very important that you know how the information being taught
will be used on the job and then test for the information at that level
which it will be used
Following are the different ways (or levels of learning) in which

knowledge is used on-the-job:
K1 - Recognize
K2 - Recall
K3 - Comprehend
K4 - Apply
K5 - Analyze/Synthesize/Evaluate
Any of the Levels of Learning listed above may

apply to any of the knowledge Training Objective
Statements described in the Training Path System
Chapter, depending upon the individual
circumstances
8.3 Each piece of information used on-the-job
Will be used at one of these levels
8-8-2
STAGE THREE
It is absolutely imperative that
The level chosen for construction of the knowledge test item match
the level at which the corresponding information is used on-the-job
Therefore, if your analysis determines that the information is used

at the application level on-the-job then the corresponding test item
must be at the application level
8.4 The levels of learning are described as follows:
K1 – Recognize. Recognition is the process of verbatim identification

of specific terms, facts, rules, methods, principles, procedures,
objects, etc. that have been presented during training. The information
to be identified is selected from two or more alternatives.
EXAMPLE: Identify a particular switch on a piece of equipment by

matching its name to a diagram of the switch
K2 – Recall. Recall is the verbatim remembering of specific terms,

facts, rules, etc. In answering a recall test item, the trainee
remembers and responds exactly as taught. For a recall test item, the
trainee responds from memory instead of selecting the response from
two or more alternatives. Recall is tested with closed book tests;
otherwise the trainee's ability to remember information is not tested
and the item becomes a recognition item.
EXAMPLE: List the steps of a maintenance procedure
K3 – Comprehend. Comprehension is understanding what was

taught rather than simply memorizing the words. It can be
demonstrated by interpreting, explaining, translating, or summarizing
information. When measuring the trainee's understanding of an
objective, verbatim recall or recognition must be avoided. This
requires the developer to paraphrase the material presented rather
than taking it word for word from the text.
8-8-3
STAGE THREE
EXAMPLE: Explain orally how a steam turbine works
K4 - Apply. Application involves the ability to use acquired knowledge

in a situation not specifically demonstrated during instruction, but job
related. Application questions require trainees to demonstrate
knowledge through mental skill exercises. The test items must be
different than those used in class to be considered application. If the
problem is exactly the same the trainee may be memorizing the
problem and the item becomes a recall item.
EXAMPLE: Determine resistance values from circuit diagrams
K5 – Analyze/Synthesize/Evaluate. Analysis involves the

understanding of the elements of data and relationships among the
data that make meaning of information explicit. Synthesis is the ability
to put parts together to form new patterns or structures such as a
unique communication, a plan of operations, or a set of abstract
relations. Evaluation involves the judgement of the value or
effectiveness of procedures or solutions based on data, criteria and
standards.
EXAMPLE: Determine the best method for stowing ammunition on

a ship
8.5 Criticality of Knowledge
Refers to how important the knowledge is in relation to its application

to actual job performance
High: Knowledge is used during job performance
Moderate: Knowledge influences job performance
Low: Knowledge has little influence on job performance
8-8-4
STAGE THREE
8.6 Other Criticality Factors Knowledge Applies To
Criticality refers to a TLO's importance as related to

the performance of a job task
Safety to personnel/equipment—Critical tasks are those which are

considered high risk or dangerous
Frequency of performance—The more often a task is performed the

more critical it becomes
TLO's importance to the overall course mission
TLO's importance to on-the-job performance
8.7 Rank order or group TLOs by category of criticality
Rank ordering of TLOs consists of placing them in a list ranging from

most critical to least critical — A course has 20 performance TLOs.
Rank them from 1 (most critical) to 20 (least critical)
Group by categories of criticality—Establish 3 to 5 categories ranging

from highly critical to least critical
Highly critical TLOs must be formally tested Less critical TLOs may be
tested by other means such as practical work
Set a cut-off point between most critical and least critical.

For instance: You decide that TLOs ranked in the
upper 66% are most critical. They require formal
testing. TLOs ranked in the lower 33% are less critical.
Formal testing is not required.
8-8-5
STAGE THREE
8.8 Knowledge Objective test guidelines
Those knowledge objectives having the highest criticality rating must

be formally tested
As a rule of thumb, those knowledge objectives judged to rank in

the upper one-third as to criticality should be tested by a
Progress/Comprehensive Written Test
Knowledge objectives judged to rank in the middle-to-lower one-

third as to criticality may be tested by having trainees answer
questions on Job Sheets or other instruction sheets, such as
Assignment Sheets
Knowledge objectives judged to rank in the middle-to-lower one-

third as to criticality may also need to be tested to show the logic of
the learning process
You will have one set of Knowledge TLOs from which to build the tests
NOTE: See Addendum 8-A for an in-depth discussion of performance

and written test design
8-8-6
STAGE THREE
SECTION 9.0 DEVELOP WRITTEN TESTS
9.1 Written Test components are
Written Test Booklets
Written Test Administrator's Guide
9.2 Written Test types are
Multiple Choice Test
True-False Test
Matching Test
Completion Test (e.g. labeling, short answer)
Essay Test
9.3 Construction of each test type
Multiple—Choice
Have a stem containing the problem statement
A closed stem may either be written as a complete statement or as

an incomplete statement
An open stem is an incomplete statement with the response

positioned at the end of the statement
The EXCEPT format is not recommended but may be used in the

stem if the word is capitalized or underlined
8-9-1
STAGE THREE
A list of possible answers (alternatives) which complete the stem or

fill-in-the-blank within the stem
True—False
Consist of a direct statement and either a true/false or a yes/no

alternative
Matching
Contains directions to inform the trainee how to match the items

listed below
Normally has two columns listed below the directions with the
questions/stimuli placed in the left-hand column and,
answers/responses being placed in the right-hand column
Completion
These consist of incomplete statements, containing a blank-to-be-

filled-in
The missing segment is an important part of the statement such as

the key element of a process, an item of equipment, and so forth
The response is positioned at or near the end of the incomplete

statement
May also include diagrams with certain items in the diagram either
highlighted or otherwise marked, with space provided for the
response
8-9-2
STAGE THREE
Essay
Must state clearly and precisely what type of response is required
NOTE: See Addendum 8-B for an in-depth discussion on written test

item development
8-9-3
STAGE THREE
SECTION 10.0 DEVELOP WRITTEN TEST ADMINISTRATOR'S

GUIDE
10.1 Develop Test Booklet Module
The Test Booklet module contains test items and a test answer key. It
is constructed from the test item bank and serves as a guide for
development of later alternate versions of the test
Indicate how many points will be added for correct responses or

deducted for an incorrect response
10.2 Develop Instructions to the Administrator
Prior to the start of testing
How to prepare the test area
Instructions for trainees
Time limit allowed for testing
Instructions for the administrator at test completion
At the completion of testing
How to secure the test area
How to review, evaluate, or critique the test and record the test
results
8-10-1
STAGE THREE
TEST INSTRUCTIONS FOR THE ADMINISTRATOR
1. Prior to the start of testing:
a. Cover or remove all training aids that could assist the trainee in
answering test items.
b. Have trainees clear their desks of all unrelated testing material.
c. Inform the trainees of the test time limit(s), if any.
d. Provide pencils and scratch paper as necessary.
e. Read the test instructions to the trainees.
f. Provide reference documentation if applicable and any instructions for its

use.
g. Carry out any other local instructions as necessary.
2. At the completion of testing:
a. Collect and inventory all testing material.
b. Check test for marks made by the trainees.
c. Review the test with the trainees.
d. Evaluate any test items challenged by the trainees.
e. Carry out any other local instructions as necessary.
FIGURE 8-7: SAMPLE INSTRUCTIONS FOR THE ADMINISTRATOR
10.3 Develop Test Instructions to the Trainee, including
How to fill out answer sheet administrative data
8-10-2
STAGE THREE
The consequences of cheating
How to handle the test answer sheets and test support materials
TEST INSTRUCTIONS TO THE TRAINEE
1. Print name, rate, class number, and the date at the top of the answer sheet.
2. There will be no talking during the test nor are you permitted to leave your seat
without permission. If you have a question, raise your hand and the administrator will
come to you.
3. If you cheat during a test, your test booklet, answer sheet and all scratch paper will
be confiscated. You will receive a zero as your grade. Disciplinary action will be
taken.
4. Read each test item carefully. Choose the answer you believe to be correct. There
is only one correct answer to every test item.
5. Darken the appropriate box on your answer sheet for each test item. If you wish to
change your answer, circle the unwanted answer and darken in the appropriate box.
(This instructions is included only when matching readable scoring sheets are used
with true-false, multiple-choice and matching test items).
6. When you have finished the test, turn in the test booklet, answer sheet, and all
scratch paper to the instructor. You may then quietly leave the room or remain at
your seat while the proctor scores your answer sheet (if the test is not machine
scored). There will be a complete review of the test.
7. If you have any questions regarding these instructions, notify the administrator
immediately.
8. DO NOT WRITE OR MAKE ANY STRAY MARKS IN YOUR TEST BOOKLET.
FIGURE 8-8: SAMPLE WRITTEN TEST INSTRUCTIONS TO THE TRAINEE
This concludes the refresher discussion on Written Test

Design/Development. Remember, if you need more
information see the associated Addenda on Performance
Test Design/Development.
8-10-3
STAGE THREE
SECTION 11.0 DEVELOP TESTING PLAN
The Testing Plan documents the test procedures for the course
11.1 Testing Plan components are
Cover Page
Discussion of Tests and Methods
Testing Constraints (if applicable)
Performance Tests Numerical Grade (if applicable)
Minimum Passing Grade
Procedures for Computing Final Grade
Discussion of Remediation Strategy/Materials
Test Schedule
NAVEDTRA 135A provides more detail

on Test Plans.
11.2 General Guidelines for Developing Testing Plans
Tests and Methods
Describe the types of tests, including any other methods for

determining trainee achievement of the objectives
Testing Constraints
8-11-1
STAGE THREE
Describe any situation that prevents testing of the objectives and

explain what actions have been taken to eliminate the constraints
Performance Test Numerical Grade
Describe how a Performance Test numerical grade will be

determined
Minimum Passing Grade
State this grade and rationale for establishing
Final Grade
State the grading and weighting criteria for this grade Remediation
Describe review, remediation and retesting procedures
Test-to-Objective-to-PPP Line Item Comparison
See Volume II, Tab A-4 (OAC), for an example and the columnar
headings comprising this document
The Profile Item-to-Topic Objective Assignment Chart may be used

for this purpose by adding appropriate columns
Test Application
Refers to the type of test, for example, pretest, progress test,

comprehensive test, etc.
Test Schedule
Indicate those periods for which a test is scheduled, and the

identifying number of the test
8-11-2
STAGE THREE
SECTION 12.0 DEVELOP TEST TO OBJECTIVE COMPARISON
No particular format is prescribed for this document — But the easiest

way to satisfy this requirement is to add a Test Item Number column to
the Profile Item-to-Topic Objective Assignment Chart
The primary consideration is that each job sheet/knowledge test item

must be trackable to the objective it supports
You have now completed the entire Refresher discussion

on designing and developing Performance and Written
Tests. If needed, additional information on these topics
may be found in the related ADDENDA located several
pages farther on.
8-12-1
STAGE THREE
SECTION 13.0 PUTTING IT ALL TOGETHER
So Far
You have developed a variety of documents that are associated with

Testing and the Measurement of Trainee Achievement.
These documents should include the following
Performance Tests/Job Sheets
Performance Test Administrator's Information
Written Test Booklet
Written Test Administrator's Information
Performance/Written Test Design
Testing Plan
Test to Objective Comparison
Having done this, it is now time for you to take each grouping or
category of documents/individual pages and assemble them into a
single cohesive document, complete with Cover Page
Format considerations will be discussed only where necessary, and

because just looking at the provided example may leave you
guessing about format
As you assemble each document, look at the related

example in Volume II for required headings/
information and overall document format
8-13-1
STAGE THREE
SECTION 14.0 ASSEMBLE JOB SHEETS
As per Chapter 7 and the Volume II example, plus
Security classification if applicable—must appear on the page
All written test questions must meet the requirements for writing
written test questions
8-14-1
STAGE THREE
SECTION 15.0 ASSEMBLE PERFORMANCE TEST

The Guide consists of the following
Cover Page
Instructions to the Administrator
Evaluation Instrument
Grading Criteria
Instructions to the Trainee
Performance Record Sheet
This list of elements for the Administrator's Guide is

comprehensive. They are not necessarily those
elements which must be applied to every
performance test.
15.1 Cover Page
As per the Volume II example, plus
15.2 Instructions To The Administrator
Provide, as appropriate
Consecutive page numbering beginning with Instructions to the

Administrator
8-15-1
STAGE THREE
A brief description of the task to be performed
Instructions on any safety and other special precautions or

procedures that may be applicable
Required tools, test equipment, and training material including the

Job Sheets by title and number
Specific instructions describing how to set up the equipment or

laboratory configuration
Specific instructions on what assistance the administrator may

provide or any special tasks, steps, or actions the administrator is
to perform and when
Instructions on the use of written test-items (written and/or oral), if

applicable
Guidance on the actions to be taken in the event that the trainee

does not perform as anticipated
The allocated time limit for individual trainee tests and any effect
time spent on the test has on the grade
Directions on when to present Instructions to the Trainee
15.3 Evaluation Instrument
List and number the steps, or groups of steps, to be evaluated.

This list will be consistent with the related Job Sheet.
Step Description describes the type of instrument — checklist or

rating scale and which steps are critical
8-15-2
STAGE THREE
Description of Errors describes the most common errors trainees

might make in completing the step(s)
15.4 Grading Criteria
Provide a scoring guide that describes how each step or group of

steps is to be graded
15.5 Instructions To The Trainee
Describe, as appropriate
The test
Safety precautions which must be observed, with specific warnings

about any unusual conditions that exist
An explanation of the job tasks to be performed and exactly what

the trainee is required to do
The level of assistance permitted
Information on how the grade will be determined, including critical

steps which may result in mandatory test failure
Allocated time for the test and its importance to the trainee's test
grade
Relationship of the test to the performance objective being tested
8-15-3
STAGE THREE
15.6 Performance Record Sheet
Used for administrative information, e. g. , Social Security Number,

class number, beginning/ending test times, score, etc.
If automated record keeping support is provided this sheet may not

be required—see NAVEDTRA 135A
8-15-4
STAGE THREE
SECTION 16.0 ASSEMBLE WRITTEN TEST BOOKLET
The Booklet includes
Cover Page
Test Questions
Answer Sheets
All pages are numbered consecutively, following the Cover
16.1 Cover Page
16.2 Test Questions
All test questions should be numbered
16.3 Answer Sheet
Not required if the trainees are to enter their answers in the Test
Booklet
Required if the Test Booklets are reusable
8-16-1
STAGE THREE
SECTION 17.0 ASSEMBLE WRITTEN TEST

The Guide consists of the following
Consecutive page numbering beginning with Instructions to the

Administrator
Cover Page
Instructions to the Administrator
Evaluation Instrument
Grading Criteria
Instructions to the Trainee
If all written tests are administered alike only one

Guide may be required. If each test or group of
tests has unique requirements additional
Administrator's Guides may be required.
17.1 Cover Page
17.2 Instructions To The Administrator
Describe, for Prior to the Start of Testing, as appropriate
8-17-1
STAGE THREE
– How to prepare the test area
– Instructions for trainees
– Time limit allowed for testing
– A list of required materials, including manuals, equipment

(i.e. calculators) scratch paper and answer sheets
Describe, for At the Completion of Testing, as appropriate
How to secure the test area
How to review, evaluate, or critique the test and record the test
results
17.3 Evaluation Instrument
The Answer Key will be prepared at the time the test is developed
and becomes part of the Administrator's Guide
or
When a test is generated by randomly selecting test items from a

Test Bank immediately prior to test administration the answer key
will be prepared at the same time
17.4 Grading Criteria
This consists of a scoring guide to describe how each question/group

of questions is graded
8-17-2
STAGE THREE
17.5 Instructions To The Trainee
This includes
A description of the test
Directions on how to fill out answer sheet's administrative data
Correct handling of test answer sheets and test support materials
Time allocated for the test and its importance to the test grade
8-17-3
STAGE THREE
SECTION 18.0 ASSEMBLE TEST DESIGN PLAN
Preparation and assembly of this document is optional, and at the

discretion of the training activity
If criticality, level of learning and other criticality factors were arrived at

by doing these tasks on paper, and/or other elements of the process
were recorded as the decisions were being made, you may wish to
compile these documents as the Test Design Plan
8-18-1
STAGE THREE
SECTION 19.0 ASSEMBLE TESTING PLAN
19.1 Cover
19.2 Assemble Test To Objective Comparison
Whatever form this document takes it will probably consist of a series

of separate pages which must be assembled in order, and perhaps
given a cover
For additional guidance see the following ADDENDA
ADDENDA 8: IN-DEPTH DISCUSSIONS OF
8-A: PERFORMANCE/WRITTEN TEST DESIGN
8-B: WRITTEN TEST ITEM DEVELOPMENT
8-C: GRADING CRITERIA FOR PERFORMANCE TESTS
8-19-1
NAVEDTRA 131A
ADDENDUM 8-A
IN-DEPTH DISCUSSION
OF
PERFORMANCE/WRITTEN TEST DESIGN
8-A-1
NAVEDTRA 131A ADDENDUM 8-A
TEST DESIGN
INTRODUCTION
Familiarity with the following terms associated with classification and types of tests
will assist you in understanding this Chapter
Terms Associated with Developing Tests (Types of)

PERFORMANCE TESTS WRITTEN TESTS
Process Multiple Choice
Product True-False
Combination Matching
Completion
Essay
Terms Associated with Placement of Tests in the Course
PERFORMANCE TESTS/WRITTEN TESTS

Pretest
Progress Test
Quiz
Within-Course Comprehensive Test
Comprehensive Test (Posttest)
8-A-3
ADDENDUM 8-A NAVEDTRA 131A
DESIGN PHASE
SECTION 1.0 TEST DESIGN

Test Design is the process of determining
What will be tested
How it will be tested, and
When it will be tested
The Process of Test Design requires that you
Determine objectives requiring formal testing
Decide what you are testing for
Determine appropriate type of test
Determine test placement
Classify each test
General Guidelines for test administration
Develop Performance Test/Written Test items
This is also the outline for this Addendum
8-A-1-1
DESIGN PHASE
SECTION 2.0 DETERMINE OBJECTIVES REQUIRING

FORMAL TESTING
2.1 The following rules apply
All LOs must be measured
All CLOs will be formally tested—to be accomplished by:
Testing each CLO individually and none of its related TLOs
Testing the TLOs which, as a group, equal the CLO
Testing a CLO, or some part thereof, and some of its TLOs
Any combination of the above during the course
TLOs will be tested as necessary to ensure that the prerequisite

skills/knowledge supporting the CLOs is being acquired
You will have one set of Performance TLOs and one set of Knowledge
TLOs from which to build the tests
2.3 The next step in the process of test design is
To take each Performance TLO, one-by-one, and decide WHAT you will
be testing for (a process or a product)
When finished with these TLOs you will then take each of the Knowledge
TLOs and, one-by-one, make a similar determination for them
8-A-2-1
DESIGN PHASE
SECTION 3.0 DECIDE WHAT YOU ARE TESTING FOR
3.1 What you test for can be a
Process (Performance)—Focus is on whether the trainee can correctly

perform the steps of the procedure or process
Product (Performance)—Focus is on whether the trainee can produce or

construct a product that meets specifications
Combination (Performance)—Focus is on both the correct performance

of the procedural steps and construction of the product
3.2 If operation/maintenance is to be taught
Most of the tests will probably be of the Process Type — This is because
operation and maintenance revolves around the performance of step-by-
step procedures
3.3 If a task/function is to be taught
Many of the tests will probably be of the Product Type — This is

because many task/functions result in the making of a product.
Yeoman and Personnel man complete many different forms
(products); Construction Electricians install electrical wiring and
fixtures (products) and Builders construct buildings (products).
Combinations (process and product) may also be prevalent in the

task/function environment. A Construction Mechanic overhauls an
engine — the engine is the product but it is critical that an exacting
process be followed in overhauling the engine.
8-A-3-1
DESIGN PHASE
SECTION 4.0 SIMULATED OR ACTUAL EQUIPMENT

PERFORMANCE
Performance Test Design also requires the developer to determine
whether the trainee will demonstrate performance on the actual
equipment or simulate equipment performance
4.1 Use the actual equipment when
The objective requires product evaluation—simulation cannot be used

because simulated performance does not generate the same product
as does real-world performance
4.2 Simulation may be required when
The performance objective behavior, condition, or standard required

for on-the-job performance cannot be performed in the training
environment
Testing constraints, such as the following, make it impossible to test

the task as it is performed on the job:
Lack of equipment
Insufficient instructor personnel
Insufficient time for testing
Risk to safety of personnel
Risk of damage to equipment
4.3 Simulation may be desirable because
Simulation offers distinct advantages over actual equipment usage in

the training environment, such as:
Simulation may make it possible to save time, equipment wear and

tear, or personnel usage
8-A-4-1
TEST DESIGN
Simulation may allow for more time to be spent on critical steps
Simulated performance may be accomplished in less than “real

time”
Simulated performance may allow less critical steps or equipment

start-up time to be skipped
The simulator may allow more performance/diagnostic data to be

recorded than can be obtained from real equipment
The simulator may allow “play back” so that trainees can critique their
own performance
The simulator may allow for more standardization and control of the
test situation
Through the process of Performance Test Design you should now

be able to examine all Skill CLOs and TLOs of the course and
determine those to be formally tested, those requiring informal
testing, how each objective will be tested, and whether actual or
simulated performance is most desirable.
4.4 Some of What you test for will likely be
Knowledge — Focus is on whether the trainee has acquired the

necessary knowledge to do the process or product; understands the
associated safety/hazard precautions; can use the technical
documentation, and so forth
8-A-4-2
DESIGN PHASE
In extreme situations, a written test may be used in place

of a product, process, or combination performance test.
This is permissible only when facilities/equipment/material
will not allow a performance test.
However, it is permissible, and often desirable, to

construct/administer a knowledge test that closely
duplicates on paper performance of the process or
construction of the product, or both.
4.5 When it comes to Written Tests
WHAT will be greatly influenced by HOW the knowledge will be used

on-the-job
You must also identify what Knowledge is critical to on-the-job

performance, and build the tests around this knowledge
While attempting always to use a form of Written Test that closely

matches how the knowledge is used on-the-job
You will achieve these goals by determining the appropriate type of

test for each Knowledge TLO (you should have already done this for
the Performance TLOs, but if you encountered difficulty this next
section will help you)
8-A-4-3
DESIGN PHASE
SECTION 5.0 DETERMINE APPROPRIATE TEST TYPE
Recall that the test types are
PERFORMANCE — Process — Product — Combination
KNOWLEDGE — Multiple Choice — True False — Matching —

Completion — Essay
The following factors are important to deciding test type
Behavior/Condition specified in the objective
Availability of equipment/training devices
Space availability
Number of trainees
Time required to administer the test
Use/Adequacy of technical documentation
Aided or unaided performance
Individual, team or group performance
Philosophical considerations
This is also the order of their discussion
8-A-5-1
DESIGN PHASE
SECTION 6.0 DISCUSSION OF THE IMPORTANT FACTORS
6.1 Behavior/Condition specified in the objective
These indicate What is to be tested and Helps or Constraints

(Conditions) that will affect the test taker's performance
You must decide how best to test for the objectives'

Behavior/Condition—Your goal must be to match what is done on-the-
job as closely as possible: Allow technical documentation use if done
on-the-job; Test for knowledge of safety by recall/ observance; Test
for time if it is important on-the-job Figure 8-A-1 provides guidance for
matching behavior to the test and test item type
Types of Test Items
Behavior Performance Multiple True-False Matching Completion Essay

Choice
______________________________________________________________________
Product X
Process X
Combination X
Recognition X X X
Recall X X
Comprehension X X X X X
Application X X X X X
Analysis/ X X X
Synthesis/
Evaluation
FIGURE 8-A-1: BEHAVIOR TEST ITEM COMPARISON
8-A-6-1
TEST DESIGN
6.2 Availability of equipment/training devices
Performance may be impossible because the equipment, or a training

device, is not available. Try to construct, on paper, test situations that
allow a judgment to be made as to the trainee's ability to
perform—given the equipment. Paper Troubleshooting problems and
Scenarios requiring written responses are particularly good. Better
still, perhaps you can devise some means of simulating the desired
performance. (See the guidance presented earlier in this chapter)
The number of training devices/equipment may be insufficient to allow

for adequate practice, remediation, or testing. The suggestions given
above apply here also. In either case, performance cannot be as good
as desired if the trainees cannot be given sufficient time for practice
and remediation
6.3 Space availability
Available space for performance testing is limited. You may not be

able to conduct as many performance tests as desired. Simulation or
pencil and paper performance tests can alleviate this situation to some
degree.
6.4 Number of trainees
Design the tests to accommodate the expected maximum Trainee

loading
6.5 Time required to administer the test
Performance Tests must constitute the major portion of testing time, in

the absence of any of the above constraints — “major portion” means
that the time devoted to performance testing will fall within a range of
51–100%, also expressed as ranging from required—ideal
Time required to set-up the test situation, time allocated for taking the
test, and reviewing and grading it, should also be considered
8-A-6-2
DESIGN PHASE
However, the Course Master Schedule reflects only the time allocated
for the trainee's taking and reviewing the test
6.6 Adequacy of technical documentation
All technical documentation must be reviewed by SMEs to determine if

it is adequate to support performance
When technical documentation is inadequate, missing information or

incomplete steps must be prepared and incorporated into the job
sheets, evaluation guide, as well as an Information Sheet
6.7 Aided or unaided performance
Analysis of each task will determine if the technical documentation

must be available during the test — technical documentation should
be provided if it will also be used during on-the-job performance of the
task
Most performance objectives will require the use of the technical

documentation during the test
When on-the-job performance of a task is without reference to

technical documentation, the test must do likewise — with the
following proviso regarding safety:
When trainee injury or equipment damage is a possibility then prior

to the test, a written test must be given to ensure the procedural
steps and safety precautions are committed to memory or his
practice performance may be observed and a judgment made that
the trainee is adequately prepared to take the performance test
6.8 Individual, team or group performance
When the trainee's on-the-job performance will be as a member of a

team, the test must require the trainee to preform as a member of a
team
When the trainees must qualify at each position on the team, then they
must be tested in each position
8-A-6-3
TEST DESIGN
6.9 Philosophical considerations
There must be a definite and valid reason for giving a test — This
applies particularly to written tests. A test will not be given for the
sake of giving a test. Valid reasons for giving a test, particularly
knowledge, include:
To reduce the possibility of Trainee injury and/or equipment

damage—a written test allows a judgment to be made that the
trainee is adequately prepared for equipment performance
To make a judgment as to whether the trainee is adequately

prepared for the job he will assume at their next duty station
For grading purposes, either end-of-course, or within-the-course
To assign rank-order to a class of trainees
For motivational purposes
To ensure that trainees are doing/continue to do any homework

assignments
8-A-6-4
DESIGN PHASE
SECTION 7.0 DETERMINE TEST PLACEMENT

During Course Master Schedule development you made a best guess
as to where tests would be administered in the course
You should now be at this point in curriculum development:

Instructional sequence has been finalized; Lesson Topics have been
developed; Allocation of instructional time for each lesson topic is
firmed-up (as much as it can be prior to conducting the pilot course)
There are a number of questions you should ask about each Lesson
Topic or the course in general. Answering a question yes means a
test is possible at that point in the course. When finished, you will
have decided where to place each test in the course
The Questions
Is there a need to determine what the trainee knows before presenting

additional instruction?
Is there a need to assess how well the trainee has learned the material
just taught?
Is there a need to determine if the trainee has acquired certain

prerequisite skills or knowledge before being allowed to progress further
in the course — particularly to the next Lesson Topic or go into a
performance lab?
Is there a need to determine that the trainee requires remedial

instruction before being allowed to progress further in the course, or go
to the laboratory?
Is there a need to assess whether the material taught matches the

objectives, especially the performance ones?
8-A-7-1
DESIGN PHASE
SECTION 8.0 CLASSIFY EACH TEST
This really requires that you decide each test's purpose
Pretest — Given at the beginning of the course or unit of instruction
May be used to accelerate the course or unit of instruction. See

NAVEDTRA 135A
May be used to assess whether the trainee has the required

prerequisite skills and knowledge needed to have a fair chance at
passing the course
May be used, in conjunction with a post test, to determine how

much learning has taken place
The Pretest grade may be included as part of the trainee's final

grade
Progress Test — Given at different points within the course to assess

trainee progress
Frequently administered at the completion of a Part, Section, group

of Lesson Topics, or a particularly lengthy Lesson Topic
Quiz — a short test, often devised by the instructor and used to assess
mastery of recently taught material
These tests, as a rule, are unscheduled and not part of the formal
test program
Comprehensive Test — Given at the end of the course
Used to measure mastery of the TLOs and CLOs, particularly the

critical performance TLOs/CLOs
Within-Course Comprehensive Test — Used during lengthy courses

for reinforcement, and as a means of helping the trainees to retain
what they have previously learned
8-A-8-1
DESIGN PHASE
SECTION 9.0 GENERAL GUIDELINES FOR TEST

ADMINISTRATION
9.1 The following information, along with that already compiled
Will further assist you in deciding how much time to devote to

Performance and Written Testing, where to locate each test within the
course, and the purpose of each test (pretest, progress, posttest, etc.)
9.2 In general, the following guidelines should be followed
Some type of test should be administered about every 40-50 periods

of instruction
More frequent testing is warranted if critical skills or knowledge must

be assessed before new skills are taught
Less frequent testing is appropriate when the trainee must be given

the time to develop skills which can only be attained by laboratory
practice sessions, or if significant preparation outside the classroom is
required for proficiency
Tests are usually developed to assess mastery of a Part or Section,

but may cover a single Lesson Topic, especially if the topic is a
lengthy one
Time allowed for the administration of tests is usually limited to 10

percent of total instructional time
All tests should be sequenced so that the trainee has sufficient time to
study the material before it is tested — As a rule, the minimum time
provided should be at least one overnight period set aside for
preparation
8-A-9-1
DESIGN PHASE
SECTION 10.0 DEVELOP PERFORMANCE TESTS/

WRITTEN TEST ITEMS
10.1 Performance tests are developed first
Process Performance Tests—measure well-defined steps which the

trainee must integrate or sequentially perform for the process to be
done correctly. They require the trainee to use a Job Sheet, and:
Demonstrate all important and essential steps and factors required

for successful performance of the behavior
Comply with safety precautions
Utilize tools and equipment correctly
Perform all steps within a given time frame
Perform all steps while under the direct observation of the

instructor
Product Performance Tests—place importance on the final product or

result. They also require the trainee to use a Job Sheet. Examples
are:
To complete a form to be compared to a completed document
To build/make an item, the dimensions of which will be measured

against a standard/tolerance
To build/make an item to perform a certain function
To assemble/connect equipment to perform a certain function
To finish the task within a given time
Combined Product and Process Tests—incorporate the requirements

of each of the two types of tests described above
8-A-10-1
TEST DESIGN
10.2 Written Tests are developed next
Written Tests—Measure the trainee's knowledge or comprehension of

certain facts or procedural steps:
Trainee answers may be orally or in writing
The test types include: multiple-choice, true-false, matching,

completion and essay items
Written test items, written to test a particular Part, Section or Topic

are assembled into a Test Item Bank
10.3 Determine number of written test items
There is no established formula for determining the most appropriate

number of test items required to test any given topic learning
objective. However, the below-listed guidelines are factors to
consider
Criticality of the objective. When both most critical and least critical
objectives are measured on the same test the most critical objective(s)
should have more items to ensure that the test reflects the critical
aspects of the course
Instructional time allotted to present the material. For example, if the

majority of the material covers one objective, then the majority of the
tests items should cover that objective. This ensures that the
emphasis on the test is the same as the emphasis in the classroom
Complexity of the material. The more complex the material, the more
test items required to ensure understanding
10.4 Regardless of the type of question each will:
Be keyed to the TLO that it measures
Include the correct answer(s) and, when appropriate, the discussion

points covered by the test question
8-A-10-2
DESIGN PHASE
Be marked if a critical question
Guidelines for developing written test items are discussed

in Addendum 8-B, which begins on the next page
8-A-10-3
NAVEDTRA 131A
ADDENDUM 8-B
IN-DEPTH DISCUSSION
OF
WRITTEN TEST ITEM DEVELOPMENT
8-B-1
NAVEDTRA 131A ADDENDUM 8-B
TEST DEVELOPMENT
SECTION 1.0 WRITTEN TESTS
Written Tests are
Required to evaluate the trainee's ability to recognize, recall, or

comprehend facts, procedures, rules, principles, or concepts that are
required to perform a skill
The following steps are required to develop written tests
Determine level of learning required to test the objective
Refer to the number of test items required per objective, developed

previously
Develop written test items
Multiple Choice
True-False
Matching
Completion
Essay
Oral versus written testing
Ensure appropriateness of test items
This is also an outline of this Addendum
8-B-1-1
TEST DEVELOPMENT
SECTION 2.0 REFER TO NUMBER OF

TEST ITEMS REQUIRED
2.1 This step was completed earlier
But the information is needed now so you will know how many written
test items to develop for each objective
2.2 Most of the remainder of this Addendum focuses on
How-to develop each of the five most-often used written test item
types, and a brief description as to the best use for each type of test
item
Types of written test items are
Multiple Choice
True False
Matching
Completion
Essay
Each type will be discussed in the order listed above
8-B-2-1
TEST DEVELOPMENT
SECTION 3.0 DEVELOP MULTIPLE CHOICE

KNOWLEDGE TEST ITEMS
3.1 The multiple choice test item is
The most versatile of all knowledge test item formats. It can be used
to test for all levels of knowledge except recall
A cardinal rule in test item development is to communicate

effectively. Otherwise, the trainee must guess at what the test writer
is asking — Following the guidelines discussed in this section on
multiple choice test writing will ensure effective communications
between the trainee and test writer
3.2 The multiple-choice test item consists of
A stem containing the problem statement
A list of possible answers, or alternatives
As a rule there are four alternatives, or possible answers — but,

depending upon the nature of the content being tested, there can be
more than or fewer than four possible alternatives
Only one alternative is the correct answer
3.3 General Guidelines for Stem Construction
The stem must include all information, conditions, assumptions, and

details required to correctly answer the question without making the
trainee to read the alternatives
8-B-3-1
ADDENDUM 8-B NAVEDTRA 131A
TEST DEVELOPMENT
The stem should be phrased positively instead of negatively. If a

negative must be used, it should be highlighted (in caps or
underlined) so that the trainee will notice it and interpret the item
correctly
Wording in the stem should be clear and unambiguous, so that only

one answer is correct
Words, phrases, etc. that pertain to all alternatives must be included

in the stem, rather than being repeated in the alternative
Information not essential to the interpretation of the test item must be

omitted
If the test item uses an illustration on a separate sheet of paper, that

illustration must be referenced by a figure number at the beginning of
the stem
Test items in the form of questions must be complete sentences

ending with a question mark
The completion position of an incomplete statement test item must be

near or at the end of the stem
There should be only one completion position in a stem
Stems prepared in question form are preferred over the incomplete

statement form except when it would make the test item
grammatically clumsy or difficult to understand
Test only one idea or central thought
8-B-3-2
TEST DEVELOPMENT
3.4 General Guidelines for Constructing Alternatives
The test item developer must exercise care when designing

alternatives for the test items
Alternatives must be plausible but clearly incorrect and should fit well
with the stem
The difficulty of the item will depend largely upon the alternatives
The more closely related the alternatives are, the more difficult it is
for trainees to select the correct answer
A good rule is to develop alternatives based upon common

misconceptions by trainees and inexperienced job incumbents
Alternatives may be prepared based on how trainees might

incorrectly manipulate terms, symbols, etc.
An additional rule is to look at the correct answer and determine how

it may be made incorrect
3.5 Specific Guidelines for Constructing Alternatives
The item must have only one correct answer
Alternatives should be closely related
Alternatives must be meaningful and not subject to automatic

elimination by the trainees because they are irrelevant or unrelated to
the question
Do not use interrelated answers, such as C is true if A and B are false
8-B-3-3
TEST DEVELOPMENT
Use a vocabulary which is familiar or can be explained within the

limits of the test item
All alternatives must be of approximately the same length and

complexity
Do not use words such as always, never, etc.
Do not use as alternatives — all of the above, none of the above
Express all alternatives in similar form
Avoid negative wording, which is confusing—however, if used,

highlight negative wording by capitalizing, underlining or italicizing
Punctuation of alternatives must conform grammatically with the

structure of the stem
When the stem is a question and the alternative is a complete

sentence, begin the alternative with a capital letter and end it with a
period
When the stem is a question and the alternative is an incomplete

sentence, begin the alternative with a capital letter and end without a
punctuation mark
When the stem is an incomplete sentence, with the response position

at the end of the stem, begin the alternatives with lower case letters
— except for proper nouns — and end with a period
When the stem is an incomplete sentence, each of the alternatives

should be worded so that it forms a logical sentence when written into
the incomplete position
8-B-3-4
TEST DEVELOPMENT
The position of the correct answer among the alternatives must be

determined by a random selection process to avoid any patterns
which may bias the test
For multiple-choice items that involve numerical answers the

alternatives must be arranged in ascending or descending order so
that decimal points are aligned
3.6 Discussion of Types of Stems
Closed Stem — So-called because the stem begins with a capital

letter and ends with a period or question mark may take the form of
Closed Stem as a Question
Closed Stem as an Incomplete Statement
Open Stem — So-called because the stem is in the form of an

incomplete statement with no ending punctuation (until the stem is
completed by the alternative, which has the correct ending
punctuation)
3.7 Examples of Closed Stem Test Items
Closed stem as a question:
Which of the following actions is required to remove a hinged type 2

module on the MTRE Mk 7 Mod 2/4?
(a) Disconnect plates from the type 2 module.

(b) Insert “T” handle into quick release fasteners.
(c) Remove all Type 3 modules and connectors.
(d) Rotate hold down clamps to vertical position.
Advantages/Disadvantages to closed stem as a question:
The stem must clearly state the problem
8-B-3-5
TEST DEVELOPMENT
The possibility of giving trainees grammatical clues is reduced
However, lengthier alternatives (responses) may be required
Closed stem as an incomplete statement:
The setting of the AN/ABC-3Q flip-flop.......indicates that intent-to-fire

has been energized.
(a) B43
(b) C2l
(c) C24
(d) D32
Advantages/Disadvantages to closed stem as an incomplete

statement:
Note that the completion position appears within the stem and
not at the end of the stem—Also that seven ellipses (periods)
are always used to indicate where the incomplete portion of the
stem lies
This type is easier to write than the closed stem as a question

format
This type encourages memorization and the taking of test items

verbatim from the material—Hence, use sparingly
3.8 Example of Open Stem Test Item
When crimping both a stranded wire and a solid wire in the same contact,
the solid wire's position in relation to the stranded wire's position is .......
(a) above.
(b) below.
(c) beside.
(d) diagonal.
8-B-3-6
TEST DEVELOPMENT
Advantages/Disadvantages to open stem test items:
Note that the response position is always at the end of the

statement, and that each alternative provides a logical
conclusion to the stem
Open Stem items are easier to write than closed stem test items
There is a tendency to avoid thinking about the question before

the alternatives are developed, resulting in illogical and
unrelated alternatives
The less similar alternatives are in content the easier it

becomes for trainees to select the correct alternative
3.9 Formats for Multiple Choice Test Items
Standard Format — Use this format when you just want the trainee
to select the correct answer from among the four alternatives
provided
Except Format — Use this format when you want the trainee to
recognize the correct alternatives and select the one which is
incorrect
3.10 Example of Standard Format
During system verification test what supplies voltages for TVC position
sensor tracking?
(a) Minus 20/ VDC precision power supply

(b) Self-test DC reference power supply
(c) TVC position sensor AC/DC converter
(d) Missile command module
This format is straightforward and easiest to develop
8-B-3-7
TEST DEVELOPMENT
3.11 Example of Except Format
A specific torquing pattern and associated torque values can be found in

the SINS technical manual for all of the following assemblies or
components EXCEPT .......
(a) An azimuth synchro assembly mounted to the stem.

(b) A velocity meter mounted to the platform.
(c) A replacement gyroscope mounted to the stable platform.
(d) A platform stem mounted to the bedplate.
The EXCEPT in the stem must always be capitalized, underlined or

italicized
Use this format sparingly
3.12 Common Errors in Writing Multiple Choice Test Items
Using similar wording in both the stem and only the correct
alternative. This suggests the correct answer
Example — error underlined:
What is the purpose of the MARDAN maintenance test set?
(a) Monitors the C. P. operations

(b) Furnishes power to MARDAN
8-B-3-8
TEST DEVELOPMENT
(c) Functions as a running time meter

(d) Provides static testing of MARDAN
Stating the correct alternative in greater detail than the other

alternatives. This often cues the correct answer
When all weapon power is removed from the PIP, which of the following
statements is true?
(a) All power is lost to the MCC equipment .

(b) The MCC equipment is furnished power from
NAV via the MSR.
(c) The DCCs have heater power applied.
(d) Power from the ship control center may be present
in MCC since it only goes through the SHIP JP.
Using two or more alternatives with the same meaning. This

eliminates them as useful alternatives and simplifies the choice
What is the final step in performing post-maintenance checks?
(a) Secure the front panel to the chassis.

(b) Make sure the front panel is secure.
(c) Set manual test switch to “OFF.”
(d) Rerun the diagnostic tests.
Using alternatives that are included in other alternatives. This

causes confusion for the trainee
8-B-3-9
TEST DEVELOPMENT
Example — error underlined (note that alternative 2 includes

alternative 1. Therefore, if alternative 2 is correct, then so is
alternative 1):
What is the operating time, in seconds, for the

pressurization/compensation blow valve to roll from shut to open?
(a) 1 to 3
(b) 1 to 4
(c) 4 to 6.
(d) 9 to 11
This concludes the discussion
Of how to develop Multiple Choice Test Items
Next, we will discuss how-to develop True-False Test Items
8-B-3-10
TEST DEVELOPMENT
SECTION 4.0 DEVELOP TRUE-FALSE WRITTEN TEST ITEMS
4.1 The true-false test item is
A two-response multiple-choice item that is used when only one

plausible alternative to an item exists
The true-false test item's primary drawback is its susceptibility to

guessing — Trainees have a 50% chance of responding correctly
even though they don't know the correct answer
True-false items may be written to test recognition, comprehension,

application, or evaluation
4.2 Format of true-false test items is straightforward
The stem is a direct statement
The two alternatives are labeled a. True and b. False, or a. Yes and
b. No, depending on whichever is most appropriate
Example:
(TRUE/FALSE) When placing the CA in stowage, CA temperature

must be normal prior to securing heater power
a. True
b. False
4.3 Construction of True-False Test Items
The stem (descriptive statement) must include all relevant information

required to correctly answer the item
8-B-4-1
TEST DEVELOPMENT
The stem must be concise and clear—The proposition to be judged

as true or false must be evident
The identification (TRUE/FALSE) must precede the descriptive

statement, or stem
A false statement must be consistent with a commonly held

misconception
Specific determiners, such as: always, never, none, all, may,

sometimes will not be used
Keep descriptive statements short — Long statements are harder to

read and more difficult to judge true or false
When possible, state each item positively to minimize confusion
True-False test items will not be lifted verbatim from the curriculum
This concludes the discussion
On developing true-false test items
Next we will discuss developing matching test items
8-B-4-2
TEST DEVELOPMENT
SECTION 5.0 DEVELOP MATCHING WRITTEN TEST ITEMS
5.1 Description and Use of matching test items
The matching test form consists of two lists containing related

words, phrases, or symbols
The trainee is required to match elements on one list with

associated elements on the other list according to specific
instructions
The trainee pairs the elements in each list and records the answer
Matching test items are ideal for testing recognition but may also be
used to test comprehension and application
5.2 Format for Constructing Matching Test Items
The matching test item consists of a set of directions and two

columns listed below the directions:
The directions explain how to match the items in the two columns
One column lists the questions or problems to be answered
The other column lists the answers
Example:
(DIRECTIONS) Using the FCDs in OP 1324, MATCH the circuit element

listed in column B to the signal that it generates (column A). Write the
letter representing your answer in the blank to the left of each signal in
column A. You may use a letter in column B once, more than once, or not
at all.
8-B-5-1
TEST DEVELOPMENT
COLUMN A COLUMN B
1.____DATA CHK NOT OK a. Bl0/

2.____DATA CHK OF b. B13
3.____DRY RUN c. B16
4.____EQ CONT RST 2 d. B46
5.____DATA CHK REQ e. B49
6.____DATA CJJK ALM f. C30/
g. D56
5.3 Construction of Matching Test Items
The directions must clearly describe how the trainees are to match
the question and the answer
Questions are always placed in the left-hand column — Answers

are always placed in the right-hand column
When possible, the answer list should consist of single words,

numbers, codes, symbols, short phrases, etc.
All answers should appear to be related to the questions to help

prevent elimination of unrelated answers
Directions must state how often the answers may be used
Arrange the answers in a logical order
Place the entire matching test item on one page
Completion test item development begins on the next page
8-B-5-2
TEST DEVELOPMENT
SECTION 6.0 DEVELOP COMPLETION WRITTEN TEST ITEMS
6.1 The completion test item is
A free response test item type that requires the trainee to provide
the missing information from memory, as compared to the
recognition of information as per multiple choice, true-false and
matching type test items
The completion test may also require the trainee to list a series of
part names, procedural steps, etc. from memory
Another format of completion testing requires the labeling of a

diagram from memory
6.2 Advantages/Disadvantages of Completion Test Items
Guessing is eliminated
This type of test item is easy to construct
Completion test items are useful in situations where trainees must

write a computational equation, define terms, list part names and
functions, etc.
However, they are more difficult to score and must be accompanied

by grading criteria
6.3 Formats of Completion Test Items
Complete a statement by providing the missing word or phrase
Example:
8-B-6-1
TEST DEVELOPMENT
The station clock and time display tests check performance of the
individual stages of the register designated .......
State a definition or computational formula or define a term in

response to a question
Example:
What is the name of the unit which detects angular motion and
supplies an output through precession?
List a series of procedures, steps, etc. from memory — This test

item may be written as a question or statement
Example:
What are the steps in ordering DLR equipment?
6.4 Construction of Completion Test Items
Wording must be clear and comprehensive so that the trainee who

is knowledgeable in the subject area can answer correctly
The missing segment of the incomplete statement must be

important, such a key element of a process, piece of equipment, etc.
Provide adequate space on the answer sheet for the response to be

entered
Use a direct question to test for comprehension of technical terms or

knowledge of definitions
Do not make the correct answer give away words which may be
guessed by those who do not really know the information
Also, avoid giving grammatical or other cues which may indicate the
correct answer
8-B-6-2
TEST DEVELOPMENT
Avoid using statements taken directly from the curriculum
Develop grading criteria which lists all acceptable answers
For incomplete statement test items:
Do not omit so many words that the statement becomes unclear,

forcing trainees to guess
Place the response position near, or at the end of the stem — A

response position near the beginning is harder to read and
takes longer to answer
This concludes the discussion on
How to develop completion test items
Next we will discuss essay test item development which is the last
of the five types of written tests
8-B-6-3
TEST DEVELOPMENT
SECTION 7.0 DEVELOP ESSAY WRITTEN TEST ITEMS
7.1 Essay type test items
Require the trainee to answer a question with an original, written

response
Are useful for testing ones' ability to organize data and express
thoughts clearly in writing
Require a relatively subjective scoring process since many factors

may affect the correctness of a response
Must be scored by someone knowledgeable in the subject area,

unless there is only one possible response
Are time consuming and difficult to score
7.2 Format of Essay Test Items
An essay question is especially useful for assessing learning of a

comparatively large body of information as well as individual
elements within that body
The test item must state clearly and precisely the type of response
that is required
Limits for the response must be identified by specifying the points to

be addressed—Limits include length of response and time allowed
to respond
Example:
Compare and contrast gas turbine and 120/0/ PSI propulsion plants.
Your discussion should include descriptions of the major
components of each system. Partial credit will be given.
8-B-7-1
TEST DEVELOPMENT
7.3 Essay Test Items are useful for
Comparison or contrast of items and procedures
A decision for or against system or equipment operation
Relationships such as causes and effects
Illustration (sketch) of principles learned
Statement of purpose in selecting a method or technique
Criticism of the adequacy/correctness of a diagram or procedure
Discussion of primary, alternate, and/or emergency procedures
Explanation or definition of tasks
Observation from illustration or operation
Evaluation of the appropriateness of a procedure, technique, etc.
7.4 A Model Answer or Grading Criteria is required
The grading criteria should list all essential data a knowledgeable

trainee can be expected to provide
The model answer/grading criteria are used as the standard answer

by which all other answers are scored
They set the weight (value) of each item or part of an item
When to use oral tests and written tests follows
8-B-7-2
TEST DEVELOPMENT
SECTION 8.0 ORAL VERSUS WRITTEN TESTING
Oral tests are best used when the trainee is exposed to this type of
test on the job, such as propulsion engineering boards, safety
reviews, and so forth — They are usually administered in a board
type format with trainees responding to questions asked by a panel
of evaluators
Open book tests evaluate a trainee's ability to locate and record

information using technical documentation — They are used
whenever the on-the-job situation requires the use of technical
documentation
Closed book tests are used when the knowledge being tested for is
normally required on-the-job without reference to the technical
documentation
8.1 Factors may limit your choice of oral or written test
Trainee Instructor Ratio/Class Size—Oral tests are not

recommended if the trainee/instructor ratio exceeds 10/1 or class
size is over 20, because of time constraints
Environmental Limitations—Written tests are recommended when

other trainees may overhear the test examiner or if there is
excessive noise involved
Number and Format of Test Items—Written tests are suggested if

there are many test items or if they take the form of multiple choice
or matching test items
Next you will learn
How to determine if all of the many written test items you have
written meet standards for correctness
8-B-8-1
TEST DEVELOPMENT
SECTION 9.0 ENSURE APPROPRIATENESS OF TEST ITEMS
9.1 SMEs should answer these questions for each test item
Is the item technically correct and is the correct response keyed
Does the item test the objective?
Does the item test a knowledge critical to the task associated with
the objective?
Is the item written to the appropriate learning level?
If recognition, recall, or comprehension of the knowledge being

tested is required for competent performance on-the-job, is the item
a closed-book item?
If the knowledge being tested is normally looked up during

performance of on-the-job task(s), is the item an open-book test and
is the essential technical documentation furnished?
Are all words spelled correctly — Is the grammar correct — Does

the item meet format construction guidelines?
9.2 If the answer is NO
To any of these questions, correct the discrepancy and try again to

answer the question
As each written test item meets all criteria above it is approved for
use in a written test
This finishes the discussion of this Addendum —
Go next to Addendum 8-C if you need to learn more about

developing performance test grading criteria
8-B-9-1
NAVEDTRA 131A
ADDENDUM 8-C
IN-DEPTH DISCUSSION
OF
GRADING CRITERIA FOR PERFORMANCE TEST
8-C-1
NAVEDTRA 131A ADDENDUM 8-C
GRADING CRITERIA
SECTION 1.0 GRADING CRITERIA—PURPOSE
Grading criteria describe the standards by which the trainees will be

measured and factors that will be considered in determining the
trainees' grade on an individual performance or written test/test item
1.1 Use of grading criteria
They enable the instructor to determine whether or not an individual

trainee, or team, has met the objective(s)
Grading criteria provide for an unbiased and non-subjective evaluation

of the trainees' ability with respect to a particular area of performance
or knowledge
1.2 Grading criteria for performance tests
YES/NO Checklist—Describe in detail what constitutes satisfactory

and unsatisfactory performance:
For Process Testing—Describe the correct procedure, including the

following:
– Number of points each step or group of steps is worth
– Number of points to be deducted for specific errors
– Number of trials allowed per step or group of steps
– Procedural steps which, if performed improperly, cause trainee

failure and test stoppage
For Product Testing — Describe the characteristics of a good

product, including :
– Point value assigned each characteristic
8-C-1-1
ADDENDUM 8-C NAVEDTRA 131A
GRADING CRITERIA
– Number of points to be deducted for specific errors
– Number of trials allowed for each product
– Any omitted characteristic that is cause for failure
Rating Scale — Describe in detail how the trainees' grades will be

determined
1.3 Other important grading criteria factors
Compliance with required safety precautions
Correct operation of equipment after completed assembly
Physical testing of the finished job
Time required to complete the job
Skill in using tools
Care and use of the equipment
Whenever any of the above factors apply, the grading criteria must
describe what the trainee is expected to do and what happens if the
requirements are not met
8-C-1-2
GRADING CRITERIA
SECTION 2.0 TESTING PLAN
2.1 Cover Page
The Cover will contain:
Course Title
Course Identification Number (CIN)
The phrase Test Plan
Security classification (if applicable)
Date the Testing Plan was prepared
2.2 Tests And Methods
Under the heading “Tests and Methods” describe the types of tests
and methods used to determine trainee grades
2.3 Testing Constraints
Under the heading “Testing Constraints” describe any situation that

prevents the testing of the objectives as stated and explain what
actions have been taken to eliminate the constraints
8-C-2-1
GRADING CRITERIA
SECTION 3.0 PERFORMANCE TEST NUMERICAL GRADE
Under the heading “Performance Test Numerical Grade” describe the

method used to assign numerical grade to Performance Tests
3.1 Minimum Passing Grade
Under the heading “Minimum Passing Grade” describe the minimum

passing grade and rationale for establishing the grade
3.2 Final Grade
Under the heading “Final Grade” describe the grading and weighing
criteria for the final grade
3.3 Remediation
Under the heading “Remediation” describe review, remediation and

retesting procedures
3.4 Test-to-objective Comparison
Under the heading “Test-to-Objective Comparison” provide
Under the heading “Unit,” list the Unit number
Under the heading “Lesson Topic,” list the Lesson Topic number
Under the heading “Objective,” list the terminal/enabling objective

number
Under the heading “Test Number,” list the test number of each
performance and written test
8-C-3-1
ADDENDUM 8-C NAVEDTRA 131A
GRADING CRITERIA
Under the heading “Version,” list the number of versions of the test
available
Under the heading “Application,” indicate the test application
3.5 Test Schedule
Under the heading “Test Schedule” list
Under the heading “Period,” indicate the periods during which a test
is to be administered
Under the heading “Test Number,” indicate the test to be

administered at that time
8-C-3-2
NAVEDTRA 131A
STAGE THREE
CHAPTER 9
VISUAL INFORMATION (VI)
AND
INSTRUCTIONAL MEDIA MATERIAL (IMM)
9-1
NAVEDTRA 131A INSTRUCTIONAL MEDIA MATERIAL
STAGE THREE
INTRODUCTION
In the previous chapters you were told how to develop and revise curriculum materials
for new and existing courses. The output of those chapters were Lesson Plans,
Trainee Guides, and Test Packages. You are now ready to begin work on the Visual
Information (VI) that supports the Lesson Plans and Trainee Guides that you have
already developed.
Additionally, information will be provided for developing an Exercise Controller Guide

and On-The-Job Training Handbook, each forms of IMM. Note that VI, either singly or
in combination with other VI, may be transformed into IMM by making it a self-
supporting package.
Selecting VI materials always begins with a careful analysis of learning objectives to

determine the most appropriate VI and ends with the course promulgation. In this
chapter step-by-step procedures for the analysis of objectives and selection of the most
appropriate VI based on analysis are outlined.
Production of VI materials, other than simple graphics and overhead transparencies, is

seldom accomplished directly by in-house curriculum developers. This is because VI
production is governed by detailed OPNAV and CNET instructions. VI products must
be developed in accordance with the latest regulations. Your command's Video
Information Manager will assist you in gathering information and completing required
forms.
OPNAVINST 5290.1A, encl. (1), para. 3-1-f defines the VI products exempt from
production reporting requirements. Exemptions include graphics and overhead
transparencies.
The Foreword and How to Read NAVEDTRA

9-3
STAGE THREE
CHAPTER'S SCOPE
Define types and applications of VI and IMM
Determine the need for VI and IMM
Determine the type(s) of VI and IMM which best support training
Explain the VI and IMM development process
Each VI is unique in terms of application to the classroom/ laboratory.

Because of time and other resource constraints/ limitations imposed on in-
house development of training materials, only VI that are relatively easy to
develop are presented here.
DEFINITIONS:
Visual Information (VI). Use of one or more of the various visual

media with or without sound. VI includes still and motion picture
photography, video recording with or without sound, graphic arts,
visual aids, models, displays, visual presentation services, and the
support processes. (CNETINST 5290.3).
Instructional Media Materials (IMM). Instructional materials that

present a body of information and are largely self-supporting rather
than supplementary in the teaching-learning process. These
materials have applications for independent study/skill acquisition.
9-5
STAGE THREE
INFORMATION
Visual Information Materials are used to introduce, reinforce or supplement

training provided in the formal environment. They may be used separately, with
other VI, or with a lesson plan. Use VI to:
Provide training for which formal schools have a lack of equipment,

space, time or instructors
Provide training that may be used for remedial or accelerated

instruction
Provide prerequisite training for advanced courses
Fill gaps in training that occur within or between courses
Provide instruction in subjects which are difficult to present in the

lecture environment or skills which cannot be performed in the
laboratory environment
Generate/maintain trainee interest in a lesson topic
Because of its wide range of applications and uses,

INTERACTIVE COURSEWARE (ICW) is NOT addressed in this
chapter as audio/visual media. CNETINST 1500.21, OPNAVINST
1500.73 and DODINST 1322.20 address analysis, development,
and application of ICW.
9-7
STAGE THREE
SECTION 1.0 VI MATERIALS AND IN-HOUSE

CURRICULUM DEVELOPERS
Because of the requirements of governing instructions, VI materials

development is generally limited to simple transparencies and
schoolhouse produced training aids
Complex transparencies requiring graphics arts services and VI

products meeting the definition in current instructions need to be
produced in accordance these directives
Development of professional-looking, pedagogically effective VI

materials is costly and time consuming. NAVEDTRACOM has
been criticized for failure to properly manage VI production to
reduce duplication of effort.. Therefore, VI materials of greater
complexity than what can be produced by in-house developers,
must adhere to the requirements of CNETINST 5290.3 and its
supporting instructions. Use your initiative and imagination to
identify and select appropriate VI materials; leave production to
the professionals. "Free lance" VI production is definitely
discouraged and may be contrary to regulations.
9-1-1
STAGE THREE
SECTION 2.0 PROCEDURES FOR SELECTING VI
Each VI has its own unique application and contribution to learning. Many factors
must be considered by the curriculum developer when determining the type(s) of
VI to be used for a given situation. Application, advantages, disadvantages, and
cost for development and maintenance must be considered in the selection
process. However, the final VI selected should be that VI which, in the curriculum
developer's judgement, best supports the learning objectives based on an
evaluation of the course.
VI materials selection and application has three basic components
Needs Assessment – Evaluates learning objectives for a given

lesson topic/course to determine if VI support is required and, if a
need is determined, which type(s) should be developed
Development – Provides the necessary information needed to

develop the selected type(s) of VI to support given learning
objectives
Pilot – Evaluates all VI developed for a given lesson topic/course

in the actual training environment to determine accuracy and
adequacy in support of the learning objectives. Completed at the
same time other course materials are piloted
VI selection factors are discussed in the following paragraphs
9-2-1
STAGE THREE
SECTION 3.0 VI NEEDS ASSESSMENT
Follow the steps listed below to complete your VI materials Needs

Assessment
Evaluate the Topic Learning Objectives (TLO) in a lesson topic

using the questions listed below
– Would VI Aids enhance “Hands On” Training?
– Would VI Aids enhance understanding of the Learning

Objective?
Continue with the following steps if you answered “Yes” to either of

the above questions. All “No” responses indicate VI materials may
not be appropriate
Evaluate the LO(s) against the VI characteristics (applications,

advantages, disadvantages and cost considerations) listed in the
VI characteristics outline on the following pages to determine the
type(s) of VI which best supports the learning objective(s)
Review LOs to determine if multiple learning objectives could be

supported by a single VI (ie. videotape or slide presentation)
Repeat the process until the VI Needs Assessment has been

completed for each lesson topic
9-3-1
STAGE THREE
SECTION 4.0 VI DEVELOPMENT
Other than creating simple transparencies and training aids within the capability
of in-house developers, all development of VI products must comply with current
directives. Because professional VI production is costly and takes time, early
liaison with the command's VI Manager is essential.
9-4-1
STAGE THREE
SECTION 5.0 VI CHARACTERISTICS TABLE

(Applications, advantages, disadvantages, and cost considerations)
5.1 Audio Presentation
APPLICATIONS
When sound is critical to training
Large group instruction
Small group instruction
Individual instruction
May support a slide presentation
Augment other VI and IMM packages
ADVANTAGES
Provide alternate information sources for trainees with low reading

skill levels
Permit the rearrangement of sound materials through editing
Playback units can be small and portable
Tapes may be erased and reused
DISADVANTAGES
Susceptible to outside distraction if earphones are not used
Fixed rate of information flow; therefore, adjustments to learning

rate are difficult
9-5-1
INSTRUCTIONAL MEDIA MATERIAL NAVEDTRA 131A
STAGE THREE
COST CONSIDERATIONS
When recordings are produced locally with existing recorders the

cost is very low. Audio tape recorders/players are inexpensive.
DEVELOPMENT PROCEDURES
In accordance with CNETINST 5290.3. See your command's VI

Manager
5.2 Slide Presentation
APPLICATIONS
Presentations consist of a series of 35mm slides which are

developed to assist and supplement instruction by providing a
sequential visual presentation of materials, ideas, or concepts
Present a complete subject within a self-contained package
May be programmed by a Lesson Plan, audio cassette or other

software
Supplement or reinforce discussion points within a topic
ADVANTAGES
The full range of photographic techniques (stop action, selected

depth of field, microphotography, air brushing, etc.) is available
Slide sequence may be rearranged easily to meet specific needs
Slide update is easily accomplished without extensive changes or

expensive equipment
Slides can be made with any 35mm camera
9-5-2
STAGE THREE
The projected image can be seen by large groups
Can easily be produced by computer graphics packages
DISADVANTAGES
Full motion cannot be shown
For group use, the room must be partially darkened for good
visibility
The instructor cannot provide additional visual data as with a

transparency
COST CONSIDERATIONS
Individual slides are relatively inexpensive to produce. The major

cost of slide presentations is development of the audiovisual
concept of the program itself. Transparencies and other single
visual media do not require the planning and coordination
necessary to build an entire slide presentation.

Manager.
5.3 Transparency
APPLICATIONS
Transparencies are the most frequently used VI aid in support of

instruction. Discussed here are basic transparencies containing
text and graphics can be developed on most desktop computers
and produced on office reproduction equipment. A threshold is
9-5-3
STAGE THREE
reached when the services of graphics arts is required (engine

cutaway drawings, hydraulic flow diagrams, etc). Take the time to
have your ideas expressed in a professional-looking product by
your VI support personnel.
– Assist and supplement instruction by providing a visual

presentation to the trainees
– Supplement, do not replace, the spoken word
– Present one central idea with maximum clarity and simplicity
ADVANTAGES
Easy to prepare
If you have a copy machine, you can make transparencies
Easy to revise and resequence
Require few environmental adjustments
Require only an overhead projector
DISADVANTAGES
Very few
In large quantities, may be difficult to use and store COST
CONSIDERATIONS
Simple text and graphics transparencies are an inexpensive

medium. Development and implementation costs are relatively
low because of the minimal expense of the materials utilized.
Maintenance and duplication are relatively inexpensive.
9-5-4
STAGE THREE
OPNAVINST 5290.1A, encl. (1), para. 3-1-f defines the VI

products exempt from production reporting requirements.
Exemptions include graphics and overhead transparencies.
Development of transparencies is accomplished by any means
available to the developer.
5.4 Video Tapes
APPLICATIONS
Provide one of the best means of conveying an idea or series of

ideas where complex or dangerous operations or motion must be
presented. Video tapes can be provided as stand-alone.
May be programmed or specialized presentations, depending on

the need and conditions surrounding the training
Designed to support a central theme by developing several major

points into a continuous flow of information
Generally do not require any specific programming however,

where applicable, they may be programmed from Lesson Plans
Designed to support a central idea by developing several major

points into a continuous flow of information
Present one or a related series of segments, each designed to

illustrate a single concept or idea
Developed when motion or a complex operation is difficult to

present using transparencies or other conventional media
Are programmed by a Lesson Plan
9-5-5
STAGE THREE
ADVANTAGES
The immediate search and playback capabilities permits greater

utilization of the learning effort
Familiarity of the average trainee with the equipment minimizes

distracting novelty effects
Video Tapes are relatively inexpensive to duplicate, either one

time or in large quantity
Provide alternate information channels for trainees with low

reading skills
Provide continuity of action, showing events as they actually occur
"Front seats" can be provided. Demonstrations can be shown,

using all necessary equipment, showing all of the actual steps.
Everything can be shown at the right angle, aspect, and speed for
the best analysis and learning.
Skills can be learned by watching a task performed on film and

subsequently practicing the task
Dangerous or expensive procedures can be shown
DISADVANTAGES
Tape size and format differences make video tapes incompatible

with some types of video playback equipment
Playback units/systems are expensive
COST CONSIDERATIONS
Development of high quality videotaped studio productions

requires a large and highly skilled staff. As technology continues
9-5-6
STAGE THREE
to grow, better results are being obtained using hand-held

cameras and mobile studios. Original productions require a
significant amount of preliminary design work long before actual
taping begins.

Manager.
5.5 Wall Charts (WC)
APPLICATIONS
Used much like transparencies to assist and supplement

instruction by providing a visual presentation to the trainees
Programmed by the Related Instructor Activity (RIA) column of the

Lesson Plan
– Directs the Instructor to provide information while addressing

the Wall Chart as a visual to amplify the information being
presented
In general, Wall Charts
– Supplement, do not replace, the instructor
– Focus rather than divert attention
– Present one central idea with maximum clarity and simplicity
– Can be used to provide visual support to more than one

discussion point
9-5-7
STAGE THREE
ADVANTAGES
Require fewer environmental adjustments than projected visuals
Not dependent upon availability and operability of projection

equipment
DISADVANTAGES
Rely heavily on the effectiveness of the instructor
May contain too much detail
In large quantities, more difficult to use and store in comparison to

projected visuals
Relatively long lead time for revision
COST CONSIDERATIONS
WCs are primarily an inexpensive medium. Development and

implementation costs are relatively low because of the minimal
expense of the materials utilized. Maintenance and duplication
are relatively inexpensive.

Manager.
9-5-8
STAGE THREE
SECTION 6.0 ON-THE-JOB TRAINING (OJT) HANDBOOK
6.1 Information
IMM is a self-supporting, "stand alone" instructional package. The

OJT Handbook is the most common IMM, and may be the IMM most
often produced by in-house curriculum developers (For some facilities
the Exerciser Controller Guide may be most common). IMM can:
Provide training for which formal schools have a lack of

equipment, space, time, or instructors
Provide training that may be used for remedial or accelerated

instruction
Provide prerequisite training for advanced courses
Fill gaps in training that occur within or between courses
Provide instruction in subjects which are difficult to present in the

lecture environment or skills which cannot be performed in the
laboratory environment
Generate/maintain trainee interest in a Lesson Topic
6.2 Applications
Consists of a single lesson or a series of lessons designed to support

selected learning objectives
In effect, a self-study learning package
Requires little or no assistance to complete
9-6-1
STAGE THREE
May use support materials such as audio tapes, slides or videotapes

as part of the presentation
Can be used as stand-alone training or remedial training
6.3 Advantages
Each trainee can proceed at a rate in accordance with his particular

abilities
Training may be accomplished at convenient times and places
Topics can be repeated or restudied as desired or required
Difficulty and level of training may be adapted to varying trainee

populations
Cost per trainee is quite low, if throughput is high and content stable
6.4 Disadvantages
Long development time
Rely heavily on the reading ability of the trainee
6.5 Cost Considerations
The initial cost for development, including writing and piloting OJT
Handbooks may be higher than other printed materials. Maintenance
costs depend on the revision requirements, but will normally be
higher than for other materials. When augmented by audio and/or
visuals, development and maintenance costs are even higher.
SEE ADDENDUM 9-A FOR DEVELOPMENT PROCEDURES.
9-6-2
STAGE THREE
SECTION 7.0 EXERCISE CONTROLLER GUIDE
7.1 Information
The Exercise Controller Guide (ECG) is another form of self-

supporting, stand-alone IMM. The ECG provides a set of training
exercises.
Exercises can be used in either the formal or informal training

environment
ECGs are used primarily for team training exercises, but may also
be used to train the individual
Exercises consist of operational scenarios and selected training

procedures
Scenarios and/or procedures are designed to accomplish specific,

predetermined training objectives
7.2 Applications
An Exercise Controller administers the exercises contained in the

ECG
In the formal training environment the Exercise Controller may use

the ECG
For demonstration purposes
To administer laboratory exercises
As a guide for use with operational trainers
9-7-1
STAGE THREE
In the informal training environment the Exercise Controller may use

the ECG as a stand-alone document
To conduct independent training
7.3 Advantages
The ECG can be used to satisfy specific operational and laboratory

training requirements at both individual and team levels
The ECG can serve to assess trainee/team proficiency across the

entire spectrum of operational or laboratory tasks, indicating areas
where further training is required
The ECG can be used to assess trainee or team proficiency,

operational readiness, or both
Training may be accomplished at convenient times
Training may be repeated as necessary
7.4 Disadvantages
Development time may be long
The end-user, particularly if an operational unit, may lack the

wherewithal to develop an ECG, as a skilled curriculum developer is
usually required to develop an ECG
7.5 Cost Considerations
The cost for developing an ECG(s) is likely to be quite low as these

are usually in-house or schoolhouse efforts
SEE THE VOLUME 1 SUPPLEMENT FOR DEVELOPMENT PROCEDURES
9-7-2
STAGE THREE
SECTION 8.0 SUMMARY
Development of the appropriate VI materials and IMM starts when all Learning
Objectives for the course have been evaluated and the type or types of
instructional support has been selected. VI materials, other than simple
transparancies that can be developed locally, require liaison with the command's
VI Manager. Step-by-step procedures for the development of the OJT Handbook
form of IMM is included in this chapter. All VI materials and IMM are piloted to
determine if the Learning Objectives are adequately supported.
9-8-1
STAGE THREE
Start development of the VI or IMM as soon as possible after
All learning objectives for the course have been evaluated
The type or types of VI or IMM needed to support them have been

selected
Pilot all VI and IMM
With the other course materials you have just developed as part of
the new or revised curriculum
To determine if the learning objectives are adequately supported
See Chapter 10 of this manual for additional information
9-9-1
NAVEDTRA 131A
ADDENDUM 9-A
ON-THE-JOB TRAINING (OJT) HANDBOOK
9-A-1
OJT HANDBOOK
SECTION 1.0 ON-THE-JOB TRAINING HANDBOOK

DEVELOPMENT
Step 1: Visualize Objectives
Before an OJT Handbook can be developed, the overall goal or

theme must be established. The developer must determine what
ideas or concepts should be learned and develop the OJT Handbook
to enforce these ideas or concepts. If Learning Objectives do not
currently exist, refer to Chapters 3, 4 and 5 of this manual for
analysis and development procedures prior to continuing.
Evaluate Learning Objectives and determine the overall goal or

theme of the OJT Handbook
Evaluate Learning Objectives for key elements that need

support materials to illustrate overall goal or theme
Determine the support materials needed to illustrate key

elements
Step 2: Develop OJT Handbook Outline
List the Learning Objectives of the OJT Handbook in a logical

teaching sequence
The Learning Objectives should now be arranged into logical

groupings of knowledge and/or skills
These groupings provide the outline for the lessons in the OJT
Handbook
Step 3: Develop Lessons
Materials are developed for the lessons identified in STEP 2 of this
9-A-1-1
OJT HANDBOOK
procedure. They are designed to meet specific knowledge

and/or skill requirements as called for in the Learning
Objectives. Each lesson should be designed so that an average
trainee can complete the lesson within 20 to 45 minutes.
Generally, lessons consist of the following elements:
LEARNING OBJECTIVES
– Provide a list of the objectives that will be accomplished

upon completion of the OJT Handbook
LESSON PRETEST
– For lessons which have a knowledge requirement
– Designed to identify weaknesses in the trainees' knowledge

of the lesson Learning Objectives
– The results of the Lesson Pretest are used to direct trainees

to specific study assignments to correct the identified
weaknesses
– Use the procedures for Test Item Development contained in

Chapter 8 of this manual
– One question per Learning Objective should be the

minimum
– Include an evaluation procedure to help the trainee develop

a personalized study plan for the lesson. Include directions
on where to locate the answers to the pretest.
ASSIGNMENT SHEETS. Contain the following:
– Introduction. States the purpose of the assignment.
9-A-1-2
OJT HANDBOOK
– Learning Objectives. List the objectives that will be

accomplished upon completion of the assignment.
– Related Materials. List all materials not contained in the

OJT Handbook but required to complete the lesson.
– Study Assignments. Contains a listing of study assignments

relating to each Lesson Pretest question and instructions for
completing each study assignment.
INFORMATION SHEETS
– Develop when the information needed to complete the OJT

Handbook is not found in sources available to the trainee or
if the available information is inadequate to meet the goals
of the lesson
– Use the same procedures as development of an Information

Sheet for a Trainee Guide. See Chapter 7 of this manual.
WORK SHEETS
– Assign knowledge skill or physical skill tasks for the trainee

to perform
– Can be used as the lesson itself or as part of the lesson
Contain the following elements:
– Introduction. States the purpose of the worksheet and lists

the Learning Objectives to be met by the lesson.
– Related Materials. List all materials not contained in the

OJT Handbook but required to complete the lesson.
9-A-1-3
OJT HANDBOOK
– Equipment. List all equipment to which the trainee must

have access in order to complete the work sheet.
– Work Assignments Instructions. Direct the trainee to

proceed to the next OJT Handbook element upon
completion of the assigned tasks or to postpone the tasks if
the equipment and/or supervision are not available.
– Tasks Paragraph. Lists the work assignments which may

involve the use of a system, subsystem and/or equipment in
conjunction with standard operation and maintenance
procedures or may direct the trainee to exercise mental
skills.
END-OF-LESSON TESTS
– Each lesson concludes with an End-of-Lesson Test. The

test contains instructions directing the trainee through the
test and on to the next OJT Handbook element upon
successful completion.
– Use the procedures for Test Item Development contained in

Chapter 8 of this manual
– Include questions that directly correspond to the lesson

Learning Objectives AND questions asked on the Lesson
Pretest
ANSWER SHEETS
– Develop for both the Lesson Pretest and the End-of-Lesson

Test
– Designed to provide immediate feedback to the trainee
– May consist of a separate blank question form with a

corresponding list of answers
9-A-1-4
OJT HANDBOOK
VI used as supporting materials for a OJT Handbook are

developed using the procedures contained in the VI portion of this
Chapter.
STEP 4: Develop Front Matter
Designed to introduce and describe the contents of the OJT

Handbook
Consists of the following elements:
Title Page. Lists the title and other identifying information for
the OJT Handbook.
Contents Page. Lists the lesson subject titles and the beginning
page numbers for each element of the lessons.
Introduction. Informs the trainee of the purpose of the OJT

Handbook, approximate completion time, OJT Handbook
Learning Objectives, recommended prerequisites, and safety
and/or security requirements associated with the OJT
Handbook. Additionally, the introduction provides a description
of each element of the OJT Handbook and any related materials
needed to complete the OJT Handbook.
Step 5: Assemble OJT Handbook
When all materials have been developed, the OJT Handbook is

assembled into a single document following the outline developed in
STEP 2 of this procedure.
9-A-1-5
OJT HANDBOOK
Step 6: Review OJT Handbook
Review OJT Handbook to verify that:
Content is technically accurate. This should be done by a SME.
The overall goal or theme of the OJT Handbook has been met
The key elements that needed illustration have been supported

by other IMM
Detail of the OJT Handbook is at the same level and depth as

the Learning Objective(s) being supported
Classification markings are appropriate
Lesson sequence supports the OJT Handbook outline
Each knowledge lesson Learning Objective is tested on the

Lesson Pretest
Each question on the Lesson Pretest has a corresponding

question on the End-of-Lesson Test
9-A-1-6
NAVEDTRA 131A
STAGE FOUR
CHAPTER 10
PILOT AND IMPLEMENTATION APPROVAL
10-1
NAVEDTRA 131A PILOT AND IMPLEMENTATION APPROVAL
STAGE FOUR
INTRODUCTION
In this chapter, the products developed are presented as a full length course of
instruction, conducted at a Navy School by Navy Instructors — a pilot. The output
of a successful pilot is the approval of the Curriculum Materials for
implementation.
The Foreword and How to Read NAVEDTRA

CHAPTER'S SCOPE
Provide an understanding of the process of validating curriculum

materials
Explain the terms which apply to pilot and implementation
Describe the step-by-step procedures for piloting Curriculum Materials
10-3
NAVEDTRA 131A PILOT AND IMPLEMENTATION APPROVAL
STAGE FOUR
SECTION 1.0 PILOT TRIAL
A pilot trial is defined as the first full length course conducted at a Navy school,
by Navy instructors, using the Curriculum and Supporting Training Materials
prepared specifically for that course. The purpose is to validate the Curriculum
and Materials, and to determine their effectiveness in attaining the Course
Objective(s).
1.1 Implementation
At the conclusion of the course pilot, and after corrections indicated by the pilot
have been incorporated into the course materials, the course is implemented by
issuance of a Letter of Promulgation by the Curriculum Control Authority (CCA).
Formal training commences at all designated sites.
1.2 Pilot Trial Procedures
Volume III, Chapter 6 provides detailed information on conducting a

course pilot and subsequent implementation
The procedures of Volume III, Chapter 6 are generally applicable to

pilot convenings of contractor-developed courses
1.3 Implementation Procedures
A pilot trial serves to validate a Curriculum and its Supporting

Materials. Implementation includes formal approval of the course for
instruction and placing it on line.
Revise the material as indicated by the pilot
CCA issues Letter of Promulgation
10-1-1
PILOT AND IMPLEMENTATION APPROVAL NAVEDTRA 131A
STAGE FOUR
Following implementation, emphasis shifts to training course

management and curriculum maintenance – the subjects of
NAVEDTRA 135A: Navy School Management Manual
10-1-2
NAVEDTRA 131A - VOLUME 1
KEYWORD LIST
Assignment Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5-8, 7-8-1, 8-8-6

Audit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1-2, 1-3-2, 1-4-4
Background . . . . . . . . . . . . . . . . . . . 3-2-1, 3-2-2, 3-2-4, 3-2-8, 3-2-12, 3-2-13, 3-3-1, 3-3-8, 3-6-1,
3-6-3-3-6-6, 3-7-2, 4-5-5, 4-5-9, 4-10-2, 4-10-5, 4-11-1-5-6-2
Behavior . . . . . . . . . . . . . . . . . . . . 3-3-1, 3-3-12, 5-3-1, 5-6-5, 5-10-8-5-10-12, 6-5-5, 6-7-4, 8-1-1,
8-5-3, 8-6-4, 8-8-2
Catalog of Navy Training Courses (CANTRAC) . . . . . . . . . . . . . . . . . . . . . . . . . 1-3-1, 1-4-3, 2-1-1
Categories of Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-5-1
CCMM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3-2, 2-6-1, 6-4-3, 6-6-1, 6-7-2, 6-7-9, 7-4-2, 7-13-1
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3, 5-12-1-6-5-4, 6-7-10, 6-9-1
Change Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-4-2-7-4-3
CIN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3-1-10-1-1
Closed Stem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9-1, 8-B-3-5-8-B-3-7
Combination Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-5-3
Comparative Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12-3
Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5-8, 5-3-1, 5-10-8-5-10-12, 5-12-1, 6-5-2, 8-A-6-1
Course Learning Objectives . . . . . . . . . . . . . . . . . . . . . . 1-2, 4-16-1, 5-3, 6-4-2, 6-4-6, 7-4-1, 7-4-5
Course Master Schedule (CMS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-14-1
Course Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2-1
Cover Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-7-1-8-11-2
Critical Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12-3
Criticality of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-5, 8-8-4
Criticality of Skill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-4, 8-3-1
Curriculum and Instructional Standards Office (CISO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2, 6-7-9
Curriculum Control Authority (CCA) . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 1-3-1, 5-3, 6-3-1, 6-4-3
Curriculum Developer Aids (CDA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-3-2, 3-3-3
Curriculum materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1-1-2-2, 4-5-9, 9-3, 10-8
Curriculum Outline of Instruction . . . . . . . . . . . . . . . . . . 5-3, 5-6-3, 5-10-1, 5-10-2, 5-13-1, 5-13-3,
7-4-5
Defense Audio-Visual Information System (DAVIS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7-9
Dependent Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12-3
Diagram Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-10-1
Discussion Point (DP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5-4
Discussion-Demonstration-Activity (DDA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-11-1
Drop on Request (DOR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-4-5
Equipment . . . . . . . . . . . . . . . . . 1-2-1-1-4-2, 1-4-4, 3-2-1-3-2-4, 3-2-7-3-2-9, 3-3-1, 3-3-11, 3-7-2,
4-4, 4-6-1, 4-6-2, 4-7-1, 4-7-2, 4-8-1-4-8-4, 4-14-2, 5-6-5, 5-7-1,
5-7-2, 5-9-1, 5-9-3, 5-12-2, 5-12-3, 5-12-5, 5-12-6, 6-1-1, 6-5-7,
6-7-2, 6-7-6, 6-7-8, 7-2-1, 7-4-3, 7-6-2, 8-5-3, 8-6-7, 8-6-8,
8-7-1-8-7-4, 8-8-3, 8-8-5, 8-A-4-1-8-A-4-3, 8-A-5-1-8-A-6-4,
8-A-10-1, 8-B-3-9, 8-C-1-2, 9-6, 9-5-2, 9-5-3, 9-5-6, 9-5-8, 9-6-1,
KEYWORD LIST - Continued
9-A-1-4
External Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2-1
Fault Insertion Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1-2
Frequency of performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-3-1, 8-8-5
Front Matter . . . . . . . . . . . . . . . . . . . . . 1-4-1, 5-13-1, 5-13-2, 6-2-1, 6-4-2, 6-4-6, 7-13-1, 9-A-1-5
Group by Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-3-2, 8-8-5
Impact Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3-1
Independent Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12-4
Information Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-7-1, 9-A-1-3
Instructional Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 1-3, 1-1-2, 6-7-10, 9-5
Instructional Media Materials (IMM) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5-3, 6-7-6, 7-3, 9-5
Instructor Utilization Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1-2
Interactive Courseware (ICW) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4-3, 5-12-6, 6-5-3, 6-7-9, 9-6
Interim Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2-1, 6-9-1
Job Performance Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12-2
Job Sheet Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-6-1, 8-6-4
Job Sheet Evaluation Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-4, 8-6-4
Job Sheets . . . . . . . . . . . . . . . . . . . . 3-3-8, 4-16-1-5-14-2, 6-5-8, 7-6-1, 8-2, 8-4, 8-5, 8-1-1, 8-3-2,
8-5-1, 8-8-6, 8-15-2, 8-A-6-3
Job Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 3-3-2, 8-8-5, 8-15-3, 8-B-9-1
Knowledge . . . . . . . . . . . . . . . . . . 1-2-3-3, 3-1-1-3-2-3, 3-2-8, 3-2-9, 3-2-11, 3-2-12, 3-3-1-3-3-3,
3-3-9-3-3-12, 3-4-1, 3-4-2, 3-5-1-3-5-3, 3-6-1-3-6-5, 3-7-1, 4-4,
4-3-1-4-5-5, 4-5-7, 4-5-8, 4-6-1, 4-6-2, 4-7-1-4-7-3, 4-8-1-4-8-4,
4-10-1, 4-10-2, 4-10-4, 4-14-1-5-3, 5-3-1, 5-6-3-5-6-5, 5-7-1,
5-7-2, 5-8-1, 5-8-2, 5-9-1-5-9-3, 5-10-1, 5-10-2, 5-10-4, 5-10-6-
5-10-9, 5-12-5, 6-1-1, 6-5-4-6-7-6, 7-3, 7-15-1, 8-5, 8-8-1-8-8-6,
8-12-2, 8-A-2-1-8-A-6-4, 8-A-9-1, 8-A-10-2, 8-B-3-1, 8-B-6-2,
8-B-7-1, 8-B-7-2, 9-A-1-1-9-A-1-3, 9-A-1-6
Learning Objective . . . . . . . . . . . . . . . . . 1-2, 3-1-1, 4-5, 4-16-1, 5-3, 5-6-2, 5-6-3, 5-10-1, 5-10-6,
5-10-8, 5-12-5, 6-4, 6-1-1, 6-4-2, 6-4-6, 6-5-1, 6-5-3, 6-7-1, 7-3,
7-4-1, 7-4-5, 8-2-1, 8-5-3, 8-8-1-9-3, 9-A-1-1-9-A-1-6
Lesson Plan . . . . . . . . . . . . . . . . . . . . . 1-3, 1-1-2, 3-1-1, 4-5, 4-5-9, 5-3, 5-4, 5-6-3, 5-10-2, 5-10-3,
5-12-5, 6-4, 6-5, 6-2-1-6-4-3, 6-4-5, 6-7-1, 6-7-9, 6-7-10, 6-9-1,
7-3, 7-4-2, 7-15-1-9-3, 9-6, 9-5-2, 9-5-5, 9-5-7
Lesson Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1-2, 5-14-1, 6-4, 6-5, 6-4-4, 8-A-8-1
Letter of Promulgation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 1-3, 5-13-1-6-4-3, 10-1-1
Master Schedule (CMS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-14-1
Management materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 1-1-1
Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3-1-2-7-1
Navy Occupational Task Analysis Program (NOTAP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4-4
Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-2-1, 9-3-1
New Course Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2
NITRAS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4-4, 2-1-1, 6-4-6

OJT Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-6-1, 9-6-2, 9-A-1-1-9-A-1-6
On-the-Job Training Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-11-1, 9-3, 9-A-1-1
Open Stem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9-1, 8-B-3-5-8-B-3-7
Outline of Instruction . . . . . . . . . . . . . . . . . 5-3, 5-6-3, 5-10-1, 5-10-2, 5-13-1, 5-13-3, 6-1-1, 7-4-5,
7-5-1
Outline Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7-11-1
Performance Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-15-1, 8-15-4
Performance Tests . . . . . . . . . . . . . . . . . . . . . . 7-15-1, 8-3, 8-4, 8-6, 8-6-2, 8-6-3, 8-A-6-2, 8-C-3-1
Periods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-14-1-8-A-9-1, 8-B-3-6, 8-C-3-2
Personnel Performance Profile Based Curriculum Development Manua . . . . . . . . . . . . . . . . . . 1-4-3
Personnel Qualification Standards (PQS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4-2, 1-4-4
Pilot Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 1-3
Pilot Course Monitoring Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 1-3, 1-1-1
Pre-Mishap Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-4-5, 7-4-4
Problem Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5-8, 7-9-1
Process testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-5-2, 8-C-1-1
Product testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-5-2, 8-C-1-1
Rank ordering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-3-1, 8-8-5
Related Instructor Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5-3-6-5-5
Resource Requirements List (RRL) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-2-1, 6-6-1
Revision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3, 1-2-1, 6-4-3, 6-9-1-7-4-3, 9-5-8, 9-6-2
Sections . . . . . . . . . . . . . . . . . . . . . 4-3-1, 4-16-1, 5-4, 5-3-2, 5-6-4, 5-10-1, 5-10-3-5-10-6, 5-12-2-
5-12-4, 5-14-1, 6-4, 7-5-1
Sequencing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-4, 5-12-2, 5-12-4, 6-7-2, 6-7-10
Simple to Complex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12-3
Skills . . . . . . . . . . . . . . . . . . 1-2, 1-1-2-3-3, 3-1-1-3-2-3, 3-2-8, 3-2-9, 3-2-11-3-2-13, 3-3-1, 3-3-3,
3-3-4, 3-3-8-3-3-11, 3-5-2, 3-5-3, 3-6-2-3-6-4, 3-7-1, 3-7-2, 4-4,
4-3-1, 4-4-2, 4-5-1, 4-5-2, 4-5-4, 4-5-7, 4-8-1, 4-8-3, 4-9-1,
4-9-2, 4-10-1-4-10-4, 4-14-2, 4-16-1, 5-3, 5-3-1, 5-6-4, 5-6-5,
5-9-1, 5-10-2, 5-10-4, 5-12-1-5-14-2, 6-1-1, 7-3, 8-A-9-1, 9-5-6,
9-A-1-4
Standard . . . . . . . . . . . . . . . 1-4-1-1-4-4, 5-3-1, 5-6-5, 5-10-8-5-10-12, 5-13-3, 6-5-2, 6-5-8, 6-7-9,
8-1-1, 8-5-4, 8-8-2, 8-8-4, 8-B-3-7, 8-B-7-2, 9-A-1-4
Stem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9-1, 8-9-2, 8-B-3-1-8-B-3-8, 8-A-4-1-8-B-6-3
Subsystem . . . . . . . . . . . . . . . . . . . 1-3-2, 3-2-1-3-2-4, 3-2-7-3-2-9, 3-3-1, 3-7-2, 4-4, 4-6-1, 4-6-2,
4-7-1, 4-7-2, 4-8-1, 4-8-2, 4-8-4, 4-9-1, 4-14-2, 5-7-1, 5-7-2,
5-9-1, 9-A-1-4
Support Materials . . . . . . . . . . . . . . . 1-3, 1-1-1, 1-1-2, 3-1-1, 5-12-6, 6-5-7, 6-7-10, 6-11-1, 9-6-2,
9-A-1-1
Supportive Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-12-3
Surveillance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2, 1-3
System . . . . . . . . . . . . . . . . . . 1-3, 1-1-1-1-4-4, 3-2-1-3-2-9, 3-3-1, 3-3-9, 3-7-1-4-4, 4-4-1, 4-5-9,

4-6-1, 4-6-2, 4-7-1, 4-7-2, 4-8-1, 4-8-2, 4-8-4, 4-9-1, 4-14-2,
4-15-1, 5-3, 5-7-1, 5-7-2, 5-9-1, 5-13-3, 5-14-1, 6-4-6, 6-7-9,
6-11-1, 8-5-4, 8-8-2, 8-B-3-7, 8-B-7-1, 8-B-7-2, 9-5-6, 9-A-1-4
Table of Contents . . . . . . . . . . . . . . . . . . . . 2-7-1, 3-1-2, 5-10-7, 5-13-1-6-4-2, 6-4-4, 7-4-1, 7-4-4,
7-5-1
Task Based Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4-3-3-6-3
Task Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3
Technical Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2-1, 6-4-3, 6-9-1, 7-4-3
Technical Training Equipment (TTE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4-4
Test to Objective Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-5, 8-6, 8-1-2, 8-19-1
Testing Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-1-1, 8-3, 8-11-1, 8-11-2, 8-C-2-1
Title Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-4-2, 6-4-3, 7-4-1, 7-4-2, 7-13-1, 9-A-1-5
Trainee Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-3, 5-13-1, 5-13-2
Trainee Support Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-5-2
Training Agency (TA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3-1, 1-3-2
Training Appraisal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-2-1
Training Course Control Document (TCCD) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3, 1-1-1-7-4-5
Training Facility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3-2
Training Project Plan (TPP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3, 1-1-1, 2-2, 2-3-1, 3-3
Training Requirements Data Base Annual Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-4-4, 3-2-14
Training Support Agency (TSA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-3-2
Training Time Out (TTO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-4-5
VISUAL INFORMATION (VI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9-2, 9-3, 9-5
Volume I Supplement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-1-2, 3-4-1-4-5-2, 4-5-9

NAVEDTRA 131A1 Personnel Performance Profile Based Curriculum Development Manual Vol I Developers Guide

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NAVEDTRA 131A1 Personnel Performance Profile Based Curriculum Development Manual Vol I Developers Guide

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Naval Education and NAVEDTRA 131A Support Manual for

Training Command July 1997 MIL-HDBK-1379-2

PERSONNEL PERFORMANCE PROFILE BASED

DISTRIBUTION STATEMENT A: Approved for public release; distribution is limited.

Nonfederal government personnel wanting a copy of this document

To keep online file size to a minimum, blank pages used in

Only printed pages are contained online.

PERSONNEL PERFORMANCE PROFILE BASED

PUBLISHED BY DIRECTION OF CHIEF OF NAVAL EDUCATION AND

NAVSUP 2002 gives the quantity restriction for this publication.

For authorization to exceed quantity restrictions on this item ordered

Letters of requests should be forwarded on command letterhead,

DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited.

Number and Description of Change Entered by Date

THE NAVEDTRA 130 SERIES MANUALS

This series of manuals is scheduled for publication:

 NAVEDTRA 130A Task Based Curriculum Development

 NAVEDTRA 131A Personnel Performance Profile Based

 NAVEDTRA 134 Navy Instructor Manual

 NAVEDTRA 135A Navy School Management Manual

The NAVEDTRA 130A series of manuals provides fundamental guidance,

These manuals do not supersede the directive policy established by Chief of

NAVEDTRA 130A SERIES INTERRELATIONSHIPS

Each of the 130 series manuals is designed as a stand alone document to

NAVEDTRA 131A: PERSONNEL PERFORMANCE PROFILE BASED

Volume I of this manual—Developer's Guide— contains procedural guidelines

The Volume I support manual—Supplement—contains Curriculum Developer

Volume II of this manual—Sample Products—provides samples of each of the

Volume III of this manual—Managers Guide—is designed for the individual

AIM (Authoring Instructional Materials) is a computer based training materials

CONTRACTUAL USE OF MANUAL

NAVEDTRA 131A sample documents may also be used as an exhibit in a

NAME SUBSTITUTIONS ALLOWED

The CCA may allow the following name substitutions:

NAVEDTRA 130A SERIES NAME OPTIONAL NAME

Lesson Plan Instructor Guide

Written Test Knowledge Test

Resource Requirements List Master Materials List/

Training Facility Training Activity

Whether developed inhouse or by a contractor, In Process Reviews (IPRs) will

 Personnel Performance Profile (PPP) Table Listing

 Draft new and/or modified PPP Tables

 Cross sections of LP, TG/Instruction Sheets, IMM (Requirement for cross

 Draft LP, TG/Instruction Sheets, IMM Roughs, Testing Plan, Tests

 Conduct Pilot Course

 Pilot Course Monitoring Report

 Finalized TCCD, Curriculum, Letter of Promulgation

HOW TO USE NAVEDTRA 131A, VOLUMES I, II, AND III

NAVEDTRA 131A provides guidance and illustrations for use in the

Volume I contains the step-by-step guidance for developing effective

Volume II contains examples of all the curriculum materials that make

Volume II contains this sample course:

 An electronics course, “TRIDENT EXTERIOR

Volume III contains management information important to planning,

Change Record iii

How to Use NAVEDTRA 131A ix

List of Acronyms xiii

TABLE OF CONTENTS (Continued)

Chapter 9 – Visual Information and

Chapter 10 – Pilot and Implementation Approval 10-1

AIM Authoring Instructional Materials

LIST OF ACRONYMS (Continued)

DOR Drop on Request

NAVEDTRA 130A Task Based Curriculum Development

NAVEDTRA 131A Personnel Performance Profile Based

NAVEDTRA 134 Navy Instructor Manual

NAVEDTRA 135A Navy School Management Manual

Personnel Performance Profile (PPP) Table Listing

Draft new and/or modified PPP Tables

Cross sections of LP, TG/Instruction Sheets, IMM (Requirement for cross

Draft LP, TG/Instruction Sheets, IMM Roughs, Testing Plan, Tests

Conduct Pilot Course

Pilot Course Monitoring Report

Finalized TCCD, Curriculum, Letter of Promulgation

An electronics course, “TRIDENT EXTERIOR

The core procedures for developing training materials following the

PLANNING identifies resources requirement and the sequence of

STAGE ONE consists of determining job tasks, supporting skills

STAGE TWO determines the skills and knowledge which must be

STAGE THREE produces the instructional materials for the

STAGE FOUR begins when the Curriculum Control Authority

STAGE FIVE begins after the incorporation of the results of the

EVALUATION is the surveillance, evaluation, change and revision

NAVEDTRA 131A: Personnel Performance Profile Based Curriculum

Specifies the tasks necessary to develop and support training

Establishes the sequence of task performance

PLANNING CCA/Functional Commander/CNET/OPNAV

STAGE TWO CCA

STAGE FOUR CCA

Training Project Plan (TPP) – Discussed in Chapter 2

Personnel Performance Profile (PPP) Tables – Discussed in Chapter 3

Training Path System (TPS) – Discussed in Chapter 4

Training Course Control Document (TCCD) – Discussed in Chapter 5

Testing Plan – Discussed in Chapter 8 and NAVEDTRA 135A

Pilot Course Monitoring Report – Discussed in Chapter 10

Audit Trail Documentation – Discussed in NAVEDTRA 135A

Lesson Plan (LP) – Discussed in Chapter 6

Trainee Guide (TG) – Discussed in Chapter 7

Test Package – Discussed in Chapter 8 and in NAVEDTRA 135A

Other Materials helpful in the preparation and presentation of Lesson

Visual Information and Instructional Media Materials – Discussed in

Other materials helpful in the preparation and presentation of Lesson